A faculty review at UC‑San Diego reported a marked rise in incoming students with severe deficiencies in math and writing, including a nearly thirtyfold increase over five years in freshmen whose math skills fall below middle-school standards. The internal report warned that admitting larger numbers of underprepared students strains department resources and risks setting those students up for failure. Academic leaders acknowledged the findings and signaled the institution must weigh admissions practices against commitments to access, especially as grade inflation and the test-optional movement complicate transcript signal value. The math department reported extraordinary strain as remedial needs rose and resources were stretched thin. Provosts and undergraduate deans should note the operational implications: remedial pipelines, first-year learning communities and targeted summer bridging programs will require investment if selective publics sustain broader access missions. Clarification: ‘Remedial’ refers to non-credit or preparatory courses intended to bring incoming students to college-level proficiency.