UC San Diego report shows students are not prepared for college, especially in math.
Progressive educators watered down curriculums, gutted gifted and talented programs, and weakened admissions standards for honors classes and magnet schools. Colleges dropped standardized testing requirements, in part because that made it easier to diversify their student body. None of these things happened everywhere, but they happened in many places, and all of them made it harder to see — or rectify — pandemic-era learning loss.
The results of this thinking can be seen in a recent report from the University of California at San Diego, which like the rest of the UC system stopped accepting standardized test scores in 2020. In 2024 the school had to redesign its remedial math program to create a class that focused entirely on remediating elementary school and middle school math. In 2025, more than 8 percent of entering students needed that class.
These are college students who chose to enroll in a major with a math requirement yet struggle to round numbers to the nearest hundred, add or divide fractions, or work with negative numbers.
Most astonishingly, in 2024, the majority of kids who needed a refresher on the most basic skills had taken at least one higher-level high school math course, such as calculus or statistics, and had an average grade point average in their math classes of 3.65. More than one-quarter of them had straight A’s in a subject they demonstrably didn’t understand. And this problem is not limited to UC San Diego or California. I’ve heard professors at many institutions, including Harvard, express concerns about the number of unprepared students they were seeing after admissions offices stopped demanding test scores.
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Did taxpayer funded Wisconsin DPI Superintendent Underly Juice Test Scores for Reelection?
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Only 31% of 4th graders in Wisconsin read at grade level, which is worse than Mississippi.
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Madison taxpayers have long supported far above average (now > $25,000 per student) K-12 tax & spending practices. This, despite long term, disastrous reading results.
Madison Schools: More $, No Accountability
The taxpayer funded Madison School District long used Reading Recovery…
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?