Thanks to the Woke Math Movement, Some Freshmen at UCSD Can’t Do Grade Level Math

A new report from the University of California, San Diego has ignited a viral conversation on social media, because it demonstrates the alarming lack of preparation among incoming freshmen for college level math courses.

Produced by UCSD’s Senate–Administration Working Group on Admissions, the report found the university “has experienced a steep decline in the academic preparation of its entering first-year students—particularly in mathematics.”

The UCSD employs a testing and placement system to assign incoming freshmen to the appropriate mathematics course based on their backgrounds. This process ensures that students meet the requirements for their chosen majors. In 2016, the placement test identified fewer than 100 students—approximately 1% of the incoming cohort—who needed to take a remedial math class to address gaps in their high school math knowledge.

However, from 2020 to 2025, the number of freshmen failing to meet middle school math standards increased nearly thirtyfold. In response, UCSD revamped its remedial programs to focus on elementary and middle school Common Core math (grades 1-8) and introduced a new course for high school topics like Algebra I, Geometry, and Algebra II (grades 9-11). Consequently, enrollment in these classes surged to over 900 freshmen, representing 12.5% of the fall 2024 incoming class.

In other words, UCSD, ranked as the sixth best public university in America, faces the challenge of teaching some 18-year-old freshmen math skills that they should have acquired by age eight. The report highlights the severity of this issue, noting that 25% of UCSD freshmen who took the math placement test could not correctly answer a simple arithmetic problem, such as 7 + 2 = ___ + 6.

The current trend of admitting large numbers of underprepared students presents serious risks that cannot be ignored. This approach undermines their potential for success, effectively setting them up for failure. Furthermore, it places an undue burden on faculty members and stretches the university’s already limited resources. Importantly, the report highlights that this alarming math deficiency is not only an issue at UCSD but is also widespread across other campuses within the University of California system.

The Significant Impact of the Woke Math Movement

The report identifies three key factors behind math deficiencies: learning loss from the COVID-19 pandemic, the removal of standardized tests for college admissions, and grade inflation. However, it overlooks the significant impact of the woke math movement, which is crucial for understanding current challenges in math education.

Influenced by Critical Race Theory, some argue that disparities in math scores among students from different racial and ethnic backgrounds stem from systemic racism. They claim that traditional math instruction reflects “white supremacy,” prompting a shift toward integrating social justice themes like anti-racism in math classes, and placing equity above mere academic merit. Disturbingly, some proponents advocate for an even more radical approach that involves teaching mathematics without relying on numbers or computations, which would fundamentally alter the essence of math education.

The woke math movement, once a fringe idea, has garnered significant attention and traction in recent years, largely due to the activism of academics like Jo Boaler from Stanford University. Leveraging her ties to elite institutions and controversial research, Boaler has legitimized this movement while charging financially struggling school districts $5,000 per hour for consultancy on woke math reforms. With substantial funding from wealthy nonprofits like the Melinda Gates Foundation, the movement has quickly expanded into urban districts from San Francisco to Chicago.

A pivotal victory for the woke math movement occurred in 2023 when California adopted a highly controversial mathematics framework for its K-12 school systems. Despite fierce criticism from educators and scientists, this framework embraced woke math initiatives, such as delaying Algebra 1 until ninth grade and promoting “data science” as an alternative to calculus. It also advocates for integrating “environmental and social justice” into math instruction while discouraging “tracking” based on student abilities. Proponents argue that these changes will help close achievement gaps for black, Hispanic, and low-income students.

However, hundreds scientists and educators have raised serious concerns that “such a reform would disadvantage K–12 public school students in the United States relative to their counterparts in international and private schools. Although these reforms may appear successful in reducing disparities at the high school level, they are merely deferring the issue to college.” This warning is further validated by a recent troubling report from UCSD, which clearly illustrates how the woke math movement has compromised academic excellence and failed to deliver true equity.

Even in San Francisco, one of the most progressive cities in America, voters have recognized the dangers of “woke math.” In 2024, they decisively reinstated eighth-grade algebra through a ballot measure, rejecting the district’s policy that delayed Algebra I until ninth grade. This vote repudiates the “woke math” movement and underscores the public’s desire for effective math education. Yet, organizations like the Heising-Simons Foundation continue to promote woke math nationwide, ignoring the disastrous educational outcomes and rising public dissatisfaction.

The UCSD report should serve as a wake-up call for families across America. It reveals the damaging effects of the woke math movement on our children’s education. In a rapidly evolving economy driven by artificial intelligence and technological advancements, students who cannot solve basic arithmetic problems are at a significant disadvantage.

It’s time to take action and eliminate woke math from America’s school districts. The election victory in San Francisco illustrates what can be achieved when communities stand up for quality education. We must restore effective, evidence-based math instruction and resources, ensuring that every student acquires the essential math skills needed to thrive in today’s digital landscape.

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