More than 1,300 faculty members of the University of California system have called for the reinstatement of SAT and ACT requirements for STEM applicants [1].
The move signals a potential shift in admissions philosophy at one of the largest public university systems in the U.S. If the request is granted, it could reverse the trend toward test-optional admissions that many institutions adopted to increase equity.
In an open letter announced May 28, 2026 [3], the professors urged the university system to bring back these standardized tests for students pursuing science, technology, engineering, and mathematics degrees. The faculty members said that the current test-optional policy has created severe preparation deficits, particularly in mathematics [4].
These deficits, according to the faculty, threaten the overall quality of STEM education within the system [4]. The signatories said that standardized tests provide a necessary benchmark for ensuring students possess the foundational skills required for rigorous technical coursework [5].
The group is calling for the SAT and ACT to be reinstated as requirements for STEM majors by 2027 [6].
While some reports describe the support as coming from hundreds of professors [2], other records specify the number of signatories exceeds 1,300 [1]. The faculty members said the lack of standardized testing has made it difficult to accurately assess the readiness of incoming students in quantitative fields [5].
The University of California system has not yet announced whether it will adopt the faculty's recommendations for the 2027 admissions cycle.
“More than 1,300 faculty members of the University of California system have called for the reinstatement of SAT and ACT requirements”
This push by faculty highlights a growing tension between the goal of inclusive admissions and the academic requirements of technical degrees. By specifically targeting STEM applicants, the faculty is arguing that while test-optional policies may work for some disciplines, the lack of a standardized quantitative metric is creating a gap in classroom readiness that hinders instructional progress.
