UC Regents Order Review Of SAT/ACT Ban After Math Readiness Alarm
The University of California Board of Regents ordered a comprehensive review of its SAT and ACT testing ban on Thursday, June 11, 2026, after faculty warned incoming students are showing serious math shortfalls.[1]
The review will be led by the UC Academic Senate and will examine student preparation and admissions practices and whether to reinstate SAT/ACT requirements, with an initial report to the regents expected in July.[1] More than 1,400 UC faculty, including seven of nine campus math department chairs, signed an open letter urging the restoration of SAT/ACT math benchmarks for STEM majors.[1]
In May 2020 the UC regents voted to suspend SAT and ACT requirements and later set a goal of eliminating them by 2025 amid concerns that the tests disadvantaged students of color and lower-income applicants. A December 2019 lawsuit and a May 2021 settlement also shaped the system's move to a test-free policy through at least spring 2025. The UC San Diego Senate-Administration report cited by faculty found the share of incoming students testing below high-school math rose from about 1 in 200 in 2020 to nearly 1 in 8, and that 70% of those students scored below middle-school proficiency.[1]
Only 37% of California K-12 students met or exceeded state math standards in 2025, a backdrop that adds pressure on UC to weigh equity goals against college readiness as the July report approaches.
The mainstream summary does not fully account for the broader implications of the UC Regents' decision, particularly the significant decline in math preparedness attributed to the suspension of standardized testing. While it mentions that faculty have raised alarms about incoming students' math skills, it overlooks the nearly thirtyfold increase in first-year students testing below high school level since the ban was implemented in 2020. Faculty argue that this decline is linked to the loss of an objective benchmark, as high school transcripts have become unreliable due to grade inflation and other factors, leaving students ill-prepared for college-level math. This critical context emphasizes that the testing ban may have unintended consequences that extend beyond equity concerns, affecting the foundational skills necessary for success in STEM fields.[2]
Moreover, the summary does not mention the systemic issues within California's K-12 education that have contributed to these math skill gaps. Reports indicate that pandemic disruptions, teacher shortages, and ideological shifts in educational frameworks have further weakened math proficiency among students. These factors complicate the narrative of equity versus readiness, suggesting that the challenges faced by incoming UC students are part of a larger crisis in educational standards that the Regents must address alongside their review of testing policies.[3]
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📊 Relevant Data
The University of California suspended SAT/ACT requirements for admissions in 2020 due to the COVID-19 pandemic and later voted to eliminate them entirely by 2025, citing concerns that the tests were biased against students of color and lower-income families.
UC weighs reinstating SAT, ACT requirements over math ... — Los Angeles Times
In 2025, 37% of California K-12 students met or exceeded state math standards on Smarter Balanced assessments.
California's K–12 Test Scores — Public Policy Institute of California
📌 Key Facts
- On Thursday, June 11, 2026, the University of California announced a comprehensive review of its standardized testing policy.
- The review, led by the UC Academic Senate, will examine student preparation and admissions and consider whether to reinstate SAT/ACT requirements, with an initial report to regents expected in July 2026.
- More than 1,400 UC faculty, including seven of nine campus math department chairs, signed an open letter urging restoration of SAT/ACT math requirements for STEM majors.
- A UC San Diego Senate–Administration report found the share of incoming students testing below high school math level rose from about 1 in 200 in 2020 to nearly 1 in 8, with 70% of those below middle school proficiency.
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