The University of California’s multi‑year move away from standardized tests is revealing limits in relying solely on high‑school grades to signal college preparedness, administrators and analysts report. Early data show grades do not consistently identify students who are ready for UC coursework, prompting concerns over admissions accuracy and support needs. Across public universities, admissions leaders differ on the SAT’s role: some campuses find tests helpful for certain missions, others maintain test-optional systems. The debate now focuses on aligning testing policy with institutional mission and creating better high‑school signals to inform placement and remediation.