Sen. Bill Cassidy sent letters to 35 selective colleges and universities seeking math-placement data after a University of California, San Diego report found a steep increase in undergraduates needing remedial math. Cassidy—chair of the HELP Committee—asked institutions for placement trends from 2019–2025, course descriptions tied to remediation data, and whether standardized tests such as the SAT or ACT remain admission requirements. Cassidy framed the outreach as a response to a “crisis in student achievement” at K–12 levels bleeding into higher education. The inquiry probes links cited in the UC San Diego report—pandemic learning loss, grade inflation, changes to admissions testing, and varying high‑school preparation. Admissions offices and registrars at targeted campuses must now reconcile internal placement policies with federal oversight scrutiny. Colleges that have abandoned standardized testing are particularly exposed to political scrutiny; Cassidy’s letters underscore the continued policy risks tied to test-optional admissions and remediation outcomes. Higher‑education leaders should prepare detailed placement evidence and a clear explanation of institutional remediation strategies to answer lawmakers and the public.