Colleges across the country are reporting gaps in foundational math and reading skills among students, prompting universities to expand remedial and academic support programs. Recent studies suggest these gaps are affecting more than just incoming freshmen and could influence future admissions policies and high school preparation.
At the University of California, San Diego, a Senate-Administration Working Group found a rate of about one in eight freshmen needing remedial math. Even those who had high GPAs had problems with basics. This can be traced, according to the study, to the elimination of standardized tests and uneven K-12 instruction. UCSD has responded by redesigning some courses to cover elementary math skills, a move that has sparked controversy about academic standards.
At the high school level, teachers say curriculum pacing can limit opportunities to reinforce foundational skills, particularly in advanced courses. Jennifer Walton, a math teacher and department chair, describes how time constraints have forced difficult instructional decisions.
“In AP Calculus, it’s a little bit better, but I did cut out our chapter one, which was pre-calculus review, and I don’t even do that anymore,” shares Walton.
To address skill gaps without falling behind, Walton explains that review has to be woven directly into daily instruction.
“I feel like you kind of have to build it in,” she describes. “And I always try to think of ways to make it kind of easier and try and be like, you know, like mnemonic devices or whatever.”
These challenges raise questions about how accurately grades reflect college readiness. College counselor Kristi Rossi explains that colleges are increasingly looking beyond GPA to understand student context.
“Almost all schools will have a holistic review, where they’re looking at other aspects of the application, which is outside of the transcript,” says Rossi. “The transcript, with grades and rigor, is the most important … but they care a lot about what all students are doing.”
NDB alumna Andie Wong ‘25, now a freshman at UC Berkeley, says, “GPA alone isn’t a reliable indicator of readiness … there’s a reason why colleges have an activities list for you to fill out.” She goes on to add that, “There is often grade inflation in high school, and it also varies by the rigor of the high school.”
For underclassmen, these trends could have longer-lasting consequences. While many colleges remain test-optional, Rossi notes a gradual shift back toward standardized testing as schools try to avoid placing underprepared students into remedial courses.
“Every year, more and more are going back to testing,” explains Rossi. “I think it prevents them from getting into these situations where they have kids who don’t know how to do basic algebra.”
The growing focus on remedial programs highlights a broader challenge: ensuring students are prepared for college beyond surface metrics like GPA. Building a solid foundation in math and reading, taking rigorous classes and seeking help when needed can make a meaningful difference.
