More than 1,800 professors from the University of California system have reportedly signed an open letter warning that many incoming undergraduate students lack middle-school-level mathematical skills. Faculty members say they are increasingly being forced to reteach concepts that students were expected to master years before entering university.

The warning comes amid broader concerns about academic preparedness among students entering higher education institutions. According to findings cited from a study conducted in San Diego, the number of students demonstrating mathematical understanding below high-school level has increased dramatically over the past five years. The trend has raised questions about how effectively schools are preparing students for university-level coursework.

The issue is not limited to mathematics. Educators are also reporting a decline in students’ ability to engage with lengthy and complex texts. Even prestigious institutions such as Harvard University have reportedly adjusted parts of their curriculum as students increasingly struggle to maintain focus on dense academic reading.

Many education experts point to smartphones and social media as major contributors to the problem. Researchers argue that constant exposure to short-form digital content has reduced attention spans and changed reading habits. Students are spending less time reading books and long-form material, instead consuming information through quick scans, short videos, and social media posts.

Data referenced in the discussion suggests that recreational reading among young people has declined significantly over the past few decades. Educators believe this shift has weakened vocabulary development, critical thinking, and the ability to analyze complex arguments.

Professor Mina Aganagic of the University of California, Berkeley has argued that stronger classroom accountability measures may help address the decline. Suggested solutions include mandatory assessments, surprise written tests, and increased classroom participation through direct questioning. According to supporters of such measures, stricter evaluation systems could encourage students to engage more actively with course material rather than relying on shortcuts.

Experts also say the problem has roots in earlier stages of education. School closures during the COVID-19 pandemic disrupted learning worldwide, leaving many students with significant gaps in foundational knowledge. While universities are now seeing the consequences, educators argue that the weaknesses often developed years before students reached college.

At the same time, several researchers believe broader educational changes have contributed to the trend. Critics argue that some school systems placed greater emphasis on soft skills and project-based learning while reducing focus on mastery of core academic subjects. As a result, students may progress through the system without fully developing essential literacy and numeracy skills.

Another challenge identified by educators is the reduced use of standardized testing. Following the pandemic, many colleges and universities made exams such as the SAT optional or removed them from admissions requirements altogether. While intended to improve access, critics say the change has made it more difficult for institutions to assess whether applicants possess the academic foundations needed for higher education.

Artificial intelligence has emerged as another factor in the debate. Studies cited by education researchers indicate that a large majority of students now use AI tools in some form during their studies. While AI can support learning, critics warn that overreliance on such tools may allow students to complete assignments without fully understanding the underlying concepts.

Some professors also argue that grade inflation has made the problem harder to identify. Students who achieve high marks in school may arrive at university only to discover significant gaps in their reading, writing, and mathematical abilities.

The concerns raised by professors reflect a wider challenge facing education systems globally: how to ensure students develop strong foundational skills in an era increasingly shaped by digital technology, changing classroom practices, and rapidly evolving learning tools.