The University of California is witnessing a significant shift in opinion regarding standardized testing. Faculty from humanities, social sciences, arts, business, law, and education have joined their STEM colleagues in advocating for the restoration of the SAT and ACT in undergraduate admissions. This united front argues that the current test-blind policy is not serving students or the university well.
The debate over standardized testing has intensified as faculty across disciplines report seeing students who are underprepared for college-level work. This issue is not confined to STEM fields but is pervasive across various academic areas. The call for change is backed by substantial research and a growing consensus among educators.
Broadening the Argument for Standardized Testing
Initially, the discussion centered on the math component of the SAT/ACT, with STEM faculty highlighting the challenges faced by students lacking adequate mathematical preparation. However, the new letter from non-STEM faculty expands this argument, emphasizing that reading, writing, and quantitative reasoning gaps are also prevalent. This broader perspective underscores the need for a comprehensive approach to admissions that includes both math and verbal reasoning sections.
The faculty’s concerns are rooted in the Academic Senate’s Standardized Testing Task Force reportwhich demonstrates that test scores are strong predictors of college grades and graduation rates. Table 6 of the report, in particular, shows that reading and writing scores are crucial indicators of performance in social sciences and humanities, while math scores predict success in social science classes even after controlling for high school GPA and verbal scores.
The Impact of AI on Admissions Essays
One of the key points raised by the faculty is the increasing use of artificial intelligence in admissions essays. As AI tools become more sophisticated, it is more important than ever to assess students’ ability to read, reason, and construct arguments independently. The faculty argues that essays, which can be influenced by AI, are becoming a less reliable measure of these skills. Standardized tests, on the other hand, provide a more objective assessment of a student’s abilities.
Equity and Access in Admissions
The faculty acknowledges concerns about equity and access but points out that no admissions criterion is entirely free from the influence of social background. Extracurricular activities and essay writing styles are strongly associated with social classwhile standardized tests can help identify talented students from underrepresented and economically disadvantaged backgrounds. This perspective highlights the potential for standardized tests to level the playing field.
The Urgency of Policy Change
The faculty emphasizes the urgency of reversing the test-blind admissions policy. With test-blind admissions already locked in for the Fall 2026 and Fall 2027 entering classes, immediate action is required to prevent further issues. If the policy is not changed in the next month or two, the Fall 2028 entering class will also be admitted test-blind, extending the policy through Fall 2029. This delay would result in three to four more years of what the faculty describes as a failed experiment.
The consequences of this policy are significant. Underprepared students are accepted only to struggle with their academic goals, while qualified students from diverse backgrounds may be squeezed out of the UC system. This situation underscores the need for an admissions process that considers all available evidence of academic preparation.
The Faculty’s Call to Action
The open letter from UC non-STEM faculty calls for the reinstatement of both the math and verbal reasoning components of the SAT/ACT in undergraduate admissions. The faculty argues that reasonable people can debate the weight of these tests relative to other parts of the application, but it is unreasonable to ignore them entirely in an era of K-12 grade inflation and the growing use of AI in admissions essays.
The letter also highlights the principles of shared governance, noting that the Academic Senate’s Standardized Testing Task Force report called for the continued use of SAT/ACT in admissions. Despite this recommendation, the UC Regents voted against it. The faculty urges the UC Academic Senate and the UC Regents to reconsider their position and return to a more balanced admissions process.
As the debate continues, the pressure is mounting for the University of California to address the challenges posed by its test-blind policy. The united voice of faculty from diverse disciplines underscores the need for a comprehensive and equitable approach to admissions that benefits all students.
