It’s alarming that many students at UCSD, a top 29 national university according to the U.S. News, aren’t proficient in basic college writing and math.

Research done by The Central Square states that one in eight freshmen at UCSD are insufficiently prepared for college level math and writing classes which raises concerns regarding that it is a university widely considered as a top choice to students nationwide.

This problem began when the University of California adopted optional/test-blind policies. These new policies marked a major shift in how applicants were evaluated, removing SAT and ACT scores from the equation.

Although the intention was to ensure equal access to opportunities and resources for applicants, the possible solution has resulted in an inaccurate evaluation of academic skill and college readiness. 

This information challenges the expectation that the admission of students to universities guarantees academic fitness. Although the transcript reflects the same letter grades, the high school curriculum and how the grade was received by the student vary from school to school. High school education is not standardized, making it difficult to compare students fairly.

One student from a competitive high school embarking on rigorous courses compared to another student competing in a more relaxed atmosphere, along with less demanding courses, may result in the same transcript. Although the two students faced very different academic paths, their transcripts can look the same. Differences in teachers, grading policies, and course difficulty are often unseen on paper.

When comparing their grades side by side, equality that does not exist will be assumed, creating a highly inaccurate system that rewards “inflated” grades more than genuine merit. Because the high school curriculum is not standardized, and the level of rigor required to earn a specific grade varies widely from school to school, optional/ blind test accommodations are a failed effort for an accurate evaluation system.  Rather than increasing the intended “fairness”, these policies reduce validity.

As a result, students better prepared for college may be overshadowed, while others are admitted without having mastered the skills to take on the college’s courses. This puts both groups at a disadvantage and threatens the purpose of academic evaluation. 

This concern, however, not only affects the accuracy of admission evaluations but also the reputation of the colleges that implement it. UCs are known for their rigorous academics and standards.

 But when large numbers of unprepared students end up struggling with the basics of education, people begin to question the school’s prestige. While critics argue that standardized tests favor students who can afford tutoring, the same inequality applies throughout the entire education system. Students with easier access to tutoring and support often earn high grades as well. However, with the abundances of free and low cost study resources available today, standardized tests overall becomes an accurate reflection of effort and preparation.

Reintroducing standardized tests would restore fairness and academic integrity in UC school admissions, ensuring that every student is evaluated by the same clear and objective standard.