One in Five California College Students Can't Write Properly, New Data Shows

Rising Concerns in Academic Readiness

A recent report has highlighted a growing issue among incoming students at the University of California, San Diego (UC San Diego). It revealed that roughly one in five students entering the university cannot meet entry-level writing standards. This finding underscores a broader trend of declining literacy and writing skills across the United States.

The report, published by a UC San Diego admissions committee, pointed out that approximately 20 percent of incoming students were required to enroll in analytical writing courses after failing a writing placement exam. These specialized courses, known as 'AWP' (Analytical Writing Program), are designed to help students improve their writing abilities before they can take more advanced classes.

According to faculty members at the university, the vocabulary of first-year students is becoming increasingly limited, which hinders their ability to engage with complex texts. The report also noted a significant decline in the academic preparation of domestic freshmen students.

The November 6 report stated: "Admitting large numbers of students who are profoundly underprepared risks harming the very students we hope to support, by setting them up for failure." This warning highlights the challenges universities face when dealing with students who lack the necessary skills for college-level work.

Addressing the Writing Gap

One potential solution proposed in the report is to move beyond traditional metrics like GPA and course titles when evaluating students' readiness for college-level writing. Instead, universities should focus on more comprehensive assessments that reflect a student's actual preparedness.

However, the issues extend beyond writing. The report also found that math skills among incoming students have significantly declined. In 2025, about one in eight first-year students had math skills below a middle-school level. Some even had knowledge gaps that traced back to elementary school.

To address this, UC San Diego redesigned one of its math courses to focus solely on Common Core subjects from grades 1-8. A new class was also introduced to cover any missing high school math concepts.

These weaknesses in math and language skills have started to overlap more frequently in recent years. The report noted that one in four students with inadequate writing skills also required additional math preparation.

Impact of the Pandemic and Other Factors

The drop in academic performance aligns with the impact of the COVID-19 pandemic, according to UC San Diego. Online learning led to a well-documented decline in student preparedness. Recovering from this setback will take several years, the report warned.

Other factors contributing to the lack of readiness include the elimination of standardized testing and increased admissions from under-resourced high schools. Grade inflation was also cited as a major issue. The report noted that during the pandemic, grade inflation and lowered standards in California high schools likely accelerated.

The pandemic made it difficult to objectively evaluate students due to changes in grading systems, such as moving from letter grades to pass/fail or teachers lowering their grading standards. As a result, school transcripts became less reliable as a gauge of how well a student will succeed if admitted.

Broader Implications for Higher Education

The report emphasized that high school curriculums are not useless in judging student preparation but stressed that universities now need to weigh information in a more careful and complex manner.

Other universities across the United States, including some of the most prestigious institutions, have also faced similar challenges. For example, Harvard has proposed capping the number of A grades awarded to undergraduate students. This follows a report warning that the university's generous grading system is undermining its academic integrity.

Harvard’s current grading system sees over 60 percent of grades awarded to undergraduates as As. The university described this as "too compressed and too inflated." However, a report also found that Harvard students are working as hard as ever, if not more, compared to previous generations.