A recent op-ed in the San Francisco Standard by Professor Zvezdelina Stankova of UC Berkeley has sparked a heated debate about the effectiveness of the University of California's 'test-blind' admissions policies. Stankova argues that these policies have led to a significant decline in student math readiness, with many students arriving at college several years behind in mathematics.
Stankova's concerns are backed by data. From 2018 to 2020, 71% of students tested for Calculus I were deemed ready or nearly ready, while just 0.14% tested below basic algebra. However, from 2021 to 2023, only 51% of students were deemed ready or nearly ready, and a staggering 17% answered none of the eight tested topics correctly. This data suggests that the 'test-blind' approach is failing to adequately assess students' academic preparedness.
The issue is not just limited to mathematics. Stankova notes that office hours are now spent reteaching basic algebra and fractions, instead of discussing more advanced topics like differential equations. This shift has a ripple effect, impacting the entire educational experience.
The UC system's decision to phase out standardized testing in 2020, led by former President Janet Napolitano, was driven by concerns of equity. However, Stankova and a growing consortium of professors argue that the current system is actually hindering equity. They believe that standardized testing provides a common academic benchmark across high schools, allowing for a fairer assessment of students' abilities.
The op-ed comes at a time when many elite universities are reevaluating their test-optional policies. Columbia University, for instance, recently announced it will reinstate standardized testing requirements for undergraduate applicants starting next year. This shift reflects a growing recognition that test-blind admissions may not be the best approach to ensuring a well-prepared student body.
Critics argue that the current system is not only failing to adequately assess students' readiness but also moving the barriers into the classroom. This means that students who are already struggling may find it even harder to catch up, potentially widening the achievement gap.
In conclusion, Professor Stankova's op-ed highlights a critical issue in higher education. While the intention behind 'test-blind' policies may have been good, the reality is that they are not effectively serving the students or the educational system. A reevaluation of admissions policies, including the reinstatement of standardized testing, may be necessary to address this growing concern.
