Full Breakdown
Concerns Over California State University’s Decision to Eliminate SAT Requirements
2/14/2026, 9:28:11 PM
The Impact of Eliminating Standardized Testing
The California State University (CSU) system's decision to eliminate the SAT as a college admission requirement has sparked significant debate regarding student preparedness. Andrea Mays, an economics professor at California State University, Long Beach, has raised alarms about the "deficits in learning" among incoming students. Mays argues that many students, particularly those who experienced online learning during the COVID-19 pandemic, are arriving at college unprepared for basic coursework, leading to increased dropout rates. She cites that approximately 25% of students are dropping classes, particularly in mathematics, where many struggle with fundamental concepts.
Background on the SAT Elimination
The CSU system's move to drop the SAT followed a year-long study by the Admission Advisory Council, which concluded that standardized tests provided "negligible additional value" in predicting student success compared to high school GPA. The goal of this decision was to "level the playing field" and enhance access for diverse student populations, according to CSU Acting Chancellor Steve Relyea. The new admission criteria focus on GPA in specific high school courses, extracurricular activities, and socio-economic factors.
Criticism of the Decision
Mays contends that the elimination of the SAT is a disservice to students, arguing that it allows unprepared individuals to enter college without the necessary skills. She emphasizes that students who perform well in high school may still lack essential knowledge, stating, "Students are getting passed on from high school into a four-year university is a disservice to them." Mays believes that the narrative surrounding inclusivity is misleading, asserting, "It’s fraud to tell people that what we’re doing is so that we can be inclusive when really what we’re doing is we’re allowing people to enter that we know are really going to have a difficult time."
Alternative Solutions for Student Preparedness
Mays advocates for utilizing California's community college system as an alternative pathway for students who may not be ready for university-level coursework. She suggests that students take basic English and math classes at community colleges to build foundational skills before transitioning to a four-year university. "Go into the community system and take the lowest level English class you can... and learn how to do the basic math that perhaps you didn’t learn when you were in middle school online," she advises.
Official Statements & Responses
While Mays has been vocal about her concerns, the CSU system has not publicly responded to her critiques. Mays emphasizes that if CSU is committed to student success, it must acknowledge and measure preparedness, stating, "Pretending preparation gaps do not exist is not equity."
Verbatim Quotes
- “Access without readiness is not opportunity,” — Andrea Mays, Economics Professor, CSU Long Beach
- “It is a disservice. If CSU is serious about student success, affordability, and equity, it must be willing to measure preparedness — and act on what it finds.” — Andrea Mays, Economics Professor, CSU Long Beach
- “There’s no reason not to use an SAT as a filter to let students know whether they’re prepared for college-level work or not,” — Andrea Mays, Economics Professor, CSU Long Beach
The ongoing discussion around the elimination of the SAT at CSU highlights the complexities of balancing inclusivity with academic preparedness, raising questions about the future of college admissions and student success.
