The University of California is facing a critical moment as it grapples with a growing math preparedness crisis among its students. On Friday, the Board of Admissions and Relations with Schools will meet to discuss whether to reinstate standardized exams like the SAT and ACT in admissions, a move that could significantly impact how students are evaluated for entry.
The board will review reports detailing the rising failure rates in introductory math courses, such as calculus and precalculus. Last year, 18% of students in these classes failed or struggled significantly. This trend has prompted UC campuses to take action, expanding tutoring services, redesigning courses, and reevaluating the necessity of calculus for all science programs.
Redesigning Courses and Expanding Support
UC campuses are actively addressing the issue by implementing various strategies. Some are encouraging students to take summer classes if they are underprepared, particularly those who did not take precalculus in high school. Others are reconsidering the role of calculus in certain science programs. For instance, UCLA has introduced a first-year math course tailored specifically for biology students, which has shown promising results.
At UC Riverside, where roughly 1 in 5 students in introductory math failed, withdrew or received a D last school year, more students are entering campus taking math fundamentals courses, a level below precalculus. The campus encourages students who need to start in the math fundamentals class to take it in the summer before their freshman year. Riverside has also expanded peer mentoring, tutoring and supplemental instruction for students with the least math preparation.
Addressing Math Preparedness Through Innovative Courses
UC campuses are exploring nontraditional math courses to improve student readiness. At UCLA, a life sciences math course engages students by applying mathematical modeling to real-world scenarios, such as predator-prey ecosystems. This approach aims to spark interest and demonstrate the relevance of math in scientific fields. The course’s design reflects efforts to align math instruction with students’ academic interests, potentially reducing failure rates in introductory courses.
Concerns about math preparedness persist, with California’s 11th graders showing proficiency rates below pre-pandemic levels. Educators believe courses like these could be part of the solution, though they acknowledge more work is needed. By focusing on practical applications, these courses aim to bridge gaps in students’ foundational knowledge and prepare them for university-level coursework.
Campus leaders emphasize early intervention and course sequencing to prevent students from falling behind. Data indicates that taking courses out of order significantly increases failure rates, prompting efforts to guide students into appropriate classes. These initiatives reflect a broader strategy to address math preparedness challenges across the UC system.
The Role of High School Preparation
The decline in high school students taking precalculus or calculus across California may be a contributing factor to the crisis. From 2017 to 2024, the percentage of students taking these courses dropped from 45.9% to 33.4%. Researchers are working with the UC president’s office to analyze course-taking patterns among UC enrollees, though findings are not yet available.
Despite the challenges, some UC leaders remain optimistic. Pamela Brown, UC’s vice president for institutional research and academic planning, noted that struggling in math does not necessarily predict failure at the university level. She recalled her own difficulties with math as an undergraduate before earning a degree in applied mathematics.
Meanwhile, UC Davis math department chair Joel Hass supports reinstating the SAT and ACT for certain programs, arguing that it signals to students the importance of preparation. However, he acknowledges that more students are arriving at UC campuses unprepared for college-level math.
Innovative approaches, like UCLA’s “Mathematics for Life Scientists” course, are showing potential. This course, tailored to biology students, has lower failure and withdrawal rates than traditional calculus courses. Students who complete it often perform better in subsequent science courses, demonstrating the value of aligning math instruction with students’ fields of study.
The Santa Cruz campus has recently introduced a similar math course modeled after UCLA’s, with early results appearing promising. These efforts reflect a system-wide commitment to adapting math education to meet students’ needs, though challenges remain.
Reevaluating Standardized Testing
The Board of Admissions and Relations with Schools (BOARS) is set to review reports on student performance, including failure rates in introductory math. They will also examine how student outcomes have changed since UC eliminated standardized testing in 2020.
BOARS is expected to recommend by February whether to reinstate the SAT and ACT for first-year admissions. The UC Board of Regents will make the final decision, likely in the summer.
Tailoring Math Education to Disciplines
UC campuses are exploring math courses aligned with students’ study disciplines. UCLA’s “Mathematics for Life Scientists” course has shown promising results.
According to a report to the UC Regents, the Santa Cruz campus’s new math course has shown early promise in improving student outcomes. The potential of discipline-specific math courses to enhance student learning and success is being explored.
