Academic Raises Concerns About University Admission Standards

An economics professor at a western coastal state university has reportedly raised concerns about what she describes as “deficits in learning” among current students, according to local media reports.

Andrea Mays, who teaches at the regional university system’s Long Beach campus, allegedly told reporters that many students in the current cohort are arriving on campus unprepared for basic coursework. These students, observers note, spent their formative middle school years in remote learning during the recent pandemic period.

The professor reportedly attributes part of this academic preparation gap to the state university system’s decision to eliminate standardized testing requirements for admission, a move that administrators justified as promoting “inclusivity.”

According to Mays, dropout rates have increased “phenomenally,” with department chairs across the institution reporting that approximately 25% of students are withdrawing from classes. Mathematics appears to be a particular area where students are struggling, sources indicate.

“I teach a class that is offered for non-economics majors,” the professor reportedly explained. “I could put on an index card exactly what math is required for my class, it’s not calculus, and they are struggling with it, they’re embarrassed, they’re demoralized.”

She allegedly described students approaching her office hours saying they “never learned this stuff” and cannot perform basic calculations such as percentage changes - skills typically associated with seventh and eighth grade mathematics curricula.

In a recent opinion piece published in a regional newspaper, Mays reportedly argued that the university system should reinstate standardized testing requirements or “admit we are failing our own students.”

The professor, while expressing support for campus diversity, allegedly characterized the current approach as potentially misleading. “I think 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 of it,” she reportedly stated.

The criticism comes amid broader debates about standardized testing, with various activist organizations and the nation’s largest teachers union having previously questioned such assessments. Critics have raised concerns about potential bias in standardized tests, though supporters argue they provide valuable benchmarks for academic readiness.

University administrators had previously defended the policy change, with Acting Chancellor Steve Relyea stating in 2022 that the goal was to “level the playing field” and provide “greater access.” The decision followed what officials described as a year-long study concluding that standardized tests provided “negligible additional value” in predicting student success compared to high school grades.

The institution has since adopted what it terms “multi-factored admission criteria,” focusing on grades in specific high school courses, extracurricular activities, and socio-economic factors.

“Access without readiness is not opportunity,” Mays reportedly wrote in her editorial. “It is a disservice. If [the university system] is serious about student success, affordability, and equity, it must be willing to measure preparedness — and act on what it finds.”

The professor has suggested that the region’s community college system could serve as an alternative pathway for students who may need additional preparation before entering four-year institutions. This approach, she reportedly argued, would allow students to develop fundamental skills in mathematics and writing that may have been disrupted during the pandemic period.

University system officials did not respond to requests for comment on the professor’s allegations, according to media reports.

The debate reflects broader challenges facing higher education institutions as they balance accessibility goals with academic standards, observers note. Like many educational systems globally, the nation’s universities are reportedly grappling with the long-term effects of pandemic-related disruptions to traditional learning environments.