The likely 'real' reason is hidden in one paragraph within the article and has nothing to do with the implication of the eye-catching title: "Both Garcia and Ranade have joined more than 1,300 UC faculty in signing a petition calling for the reinstatement of ACT and SAT standardized testing scores for STEM admissions in the UC system. The petition and its accompanying open letter detail similar concerns with students’ mathematical preparation." Around COVID times many top universities experimented with removing test requirements from admissions, under an argument largely related to equity. It's been a failure everywhere, with many, if not most, universities already reversing it. As Yale put it, "Yale’s research from before and after the pandemic has consistently demonstrated that, among all application components, test scores are the single greatest predictor of a student’s future Yale grades. This is true even after controlling for family income and other demographic variables, and it is true for subject-based exams such as AP and IB, in addition to the ACT and SAT." [1] That link is for an archive because that page has been removed. That's because they briefly experimented with a new 'test flexible' strategy where they allowed students to submit test scores or not, but then scrapped that altogether and went back to simply requiring test scores. [1] - https://archive.is/8zxfo

I have some sympathy for these kids. If LLMs were around when I was a student, I would've also used them to "speed up" my homework assignments then proceed to fail all my tests. Now I work mostly with PhDs who were at the top of every academic environment they've ever been in. And yet I can see their thinking skills rapidly declining as well; many of them can no longer brainstorm, code, think deeply, or write without an LLM present doing 90% of the work. Many of them can no longer sit quietly for even 30 minutes just thinking on their own, which is a required skill for producing original thought. For adults the cognitive decline won't be as measurable since there's no exams, and overall output volume will still be fine due to LLM help. But I do believe it's already happening absolutely everywhere around us. Honestly, I wanted to be in denial about it before but it's too obvious to ignore now.

CS Professor here: just yesterday I did the discussion of a course projects' (Parallel Computing), and one of the three groups that I did yesterday have clearly gone the ChatGPT way. They couldn't even understand the choices the LLM made regarding the architecture, etc. The way to "catch" these students is similar to what we did in the past when students copied from other students which is "to give them rope to hang" - ask for clarifications until they follow unintended paths that lead nowhere. To fellow professors, when you're suspicious my suggestion is to appeal to their honesty (like "let's be honest, how much of this code is yours, and how much is ChatGPT's?") and offer some empathy and understanding (like understanding they may had multiple deadlines in the same week, etc.). Nevertheless, don't miss the chance to give them the lesson on how is the correct way of doing things. The way to catch these students is to find the same signs of yesteryear copying from other students (which in essence is what copying from an LLM is, although the number has increased because they found us professors unprepared for the volume). The other two groups also used LLM but in a high-level and architectural way. They were clearly responsible for the code (even if they didn't wrote it 100% manually) and could explain their reasoning and strategies used to solve the problems. Me and my colleagues still have a lot of projects to review, and I asked them to keep the score of the number of projects like these, but so far, the score is 1 in 3 (33%).