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In high school, my English teacher praised my writing skills and strongly encouraged me to contribute to the school newspaper. However, the newspaper advisor pointed out my attendance record and refused to accept my work until I got it together. No white privilege. No special treatment for autism. No handicap parking space because I can't climb a rope. No equity box to stand on.
Let’s cut to the chase.*
12.5 percent of these new college kids had to take remedial math, despite having 4.0 GPAs in high school math. Those high grades were apparently unearned. It’s akin to standing a short kid on a box to make him “equitable” with taller kids. When the box is removed, the child is still short.
University of California, San Diego’s (UC San Diego) November 2025 admissions report paints a stark picture of academic preparation among incoming freshmen, revealing that the number of students needing remedial math has grown nearly thirtyfold since 2020.
For the Fall 2024 cohort alone, about 12.5 percent—more than 900 students—were placed into courses that reteach material normally covered in grades 1 through 8. That disconnect is even more striking given that many of those students entered with strong academic records; more than a quarter of those placed in the lowest-level math class had “earned” a 4.0 GPA in high-school math.
That is, their academic records did not correlate with their abilities. Elementary and high school students were given high marks despite low performance. The disparity showed up when they took university entrance exams. It’s the essence of equity. The short kid standing on a box to see over the fence is still short, something made evident when the box is removed. In this real-life example, the equity box is undeserved high grades.
Apologists for the dismal showing are skirting race and ethnicity altogether. Some of their excuses include:
• COVID-19 disruptions produced long-lasting learning losses, especially in K–12 math.
• The shift to test-optional admissions—once intended to increase access—has also made the university more reliant on high-school grades, even as evidence mounts that grade inflation accelerated during and after the pandemic.
• At the same time, UC San Diego has dramatically increased its recruitment from California’s high-poverty LCFF+ schools, bringing in a larger share of students from under-resourced districts than any other UC campus.
• Many of these students faced the steepest academic setbacks during remote learning, a challenge the report notes without assigning blame.
Still, the problem lingers. White and East Asian students faced the same “setbacks” as blacks and Latino/Hispanics, but with no data comparing the two groups, we are back to the contention that an influx of lower-IQ blacks and Hispanics could account for some of the increase.
We can rule out an insurgency of Latino/Hispanic aliens. The increase of the Latino/Hispanic community in San Diego has been negligible. According to FRED (via the Census Bureau’s 5-year estimates), the Hispanic population was estimated at 1,127,221 in 2023, compared to 1,126,266 in 2020, an increase of only 955, or 0.0847%.
The most likely explanation is the recruitment from California’s high-poverty LCFF+ schools.
Apologists point out that these schools are under-resourced, yet they overlook the fact that, according to the Legislative Analyst’s Office, approximately 56% of all California public K-12 students are Latino/Hispanic. Although specific demographic data for LCFF+ schools is unavailable, it is reasonable to assume that these schools predominantly serve non-white and non-East Asian students, namely black and Latino/Hispanic students.
My conclusion is that the preparedness gap in math likely correlates with and reinforces the racial intelligence hypothesis, suggesting that, in the aggregate, black and non-white Latino/Hispanics exhibit lower intelligence. They are not primarily under-resourced by tax dollars but rather by innate factors.
In response to the growing preparedness gap, UC San Diego redesigned its Math 2 course to cover elementary and middle-school skills and introduced Math 3B to bridge missing ninth- through eleventh-grade material. The report also recommends new readiness measures—such as a “math index”—to help the campus better predict student success and tailor support before students arrive.
Thar is, students couldn’t grasp remedial math then probably can’t grasp remedial math now.
With the university blaming both the consequences of pandemic learning loss and the unintended effects of test-optional admissions, UC San Diego’s findings highlight a widening disconnect between high-school transcripts and actual academic readiness. The report suggests that addressing this will require both honesty about the depth of the skills gap and meaningful, early interventions to help students catch up.
More accurately, government (public) schools should not be giving undeserving elementary and high school students passing grades.
My conclusion is that race-realism denial is a disservice to non-whites and non-East Asians.
*The phrase “let’s cut to the chase” emerged in the 1920s silent film industry as a literal directive to edit out tedious segments of a movie and jump directly to the thrilling chase scenes. Over time, it evolved into a widely used idiom, signifying the act of getting to the core point and bypassing superfluous details in any context.
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