President's letter to The Regents, February 16

TO THE REGENTS OF THE UNIVERSITY OF CALIFORNIA

FROM THE PRESIDENT OF THE UNIVERSITY OF CALIFORNIA PRESIDENT ATKINSON

On Sunday, February 18, I will deliver the 2001 Robert H. Atwell Distinguished Lecture at the annual meeting of the American Council on Education in Washington, D.C. My remarks will focus on the role and limitations of standarized
tests, particularly the SAT, in admissions decisions. Enclosed are a copy of my address, "Standardized Tests and Access to American Universities" and a set
of questions and answers on standardized tests and UC's testing policies.

I chose this topic for reasons I have discussed with the Board and the faculty on many occasions, most recently in the five-year report to The Regents sent to you on January 24. As one of the major users of standardized tests, the University has a responsibility to ensure that such tests play an appropriate but limited role in admissions decisions.

As you will note, my address underscores three major points. First, it voices support for the use of standardized tests, developed properly and employed responsibly. Used in this way, standardized tests can assist students in gauging their progress, the public in assessing the effectiveness of schools, and universities in making wise admissions decisions. Second, it argues that standardized tests should have a demonstrable relationship to the specific subjects taught in high school so that students can use the tests to assess their mastery of those subjects. Third, it recommends that American universities employ admissions processes that look at individual applicants in their full complexity and take special pains to ensure that standardized tests are used properly in admissions decisions.

I am asking the Academic Senate to consider making two changes in UC's admissions policies. The first is that the University no longer require applicants to take the SAT I but instead make the test optional. The University should continue to require the SAT II, which measures knowledge in specific subject areas, until more appropriate tests are developed. The second change being proposed is that all campuses move away from admissions processes focused on quantitative formulas and instead adopt a comprehensive, holistic evaluation of applicants.

I believe these changes would strengthen UC's ability to make sound admissions decisions and lead to greater public confidence in those decisions. They would also complement educational reform efforts that have been launched in California to establish clear curricular guidelines in high school, set high academic standards, and employ standardized tests to assess student achievement.