LONG BEACH -- Nearly half of California State University's freshmen needed help with beginning college English courses last year while about 40 percent were unprepared for introductory math, a report released Wednesday shows.

The report to the CSU's Board of Trustees found that more than 48 percent of the 38,086 first-time freshman entering in the 2003 fall semester failed to meet English proficiency requirements, a 1 percent decrease over the previous year.

The portion of freshman unable to meet math requirements remained unchanged since the previous year at nearly 37 percent.

In other action, the board endorsed ballot measures proposed by Gov. Arnold Schwarzenegger to sell $15 billion in bonds to help balance the state's budget and for a constitutional amendment prohibiting such borrowing in the future. Californians will vote on the measures on March 2.

Officials said it is crucial voters approve the proposals, known as Propositions 57 and 58, given the state's fiscal crisis. CSU, already facing $240 million in funding cuts, could face even more cuts, board members warned.

"It's absolutely paramount for this thing to pass to preserve our mission," board member Robert Foster said.

The math and English report, meanwhile, showed that CSU, the nation's largest public university system, made little progress toward boosting initial proficiency levels. Freshmen needing remedial math fell 17 percent since 1998 while those requiring remedial English instruction climbed 1 percent over the same period.

"It's a mixed picture," said David Spence, an executive vice chancellor and chief academic officer for CSU. "The good news: over the years we've made some progress in math. The bad news: in the English language arts we've been stalled."

Proficiency is partly determined by placement exams given to first-time freshmen, most of whom are recent high school graduates, CSU spokeswoman Clara Potes-Fellow said. The 23-campus system established goals to lower the number of incoming freshman needing remediation to 10 percent by 2007. Until then, officials aim to lower math and English remedial rates to 26 percent and 22 percent, respectively, by 2004.

Eighty-two percent of 2002 freshman requiring remedial classes were proficient a year later, up 3 percent since 1998.

Several trustees voiced concern about this year's lackluster figures.

"We're not seeing any percentage improvement year over year," said board member Shailesh Mehta. "I don't think you're going to meet the 2004 goal."

To lower remedial rates, Spence said, CSU started programs to help high school students prepare for the freshman exams or prove their proficiency before entering college. CSU officials also developed training for high school teachers.

"I think you're going to see tremendous improvement beginning next year," Spence told the board. "I am willing to bet my job on it," he joked.

California State University, San Luis Obispo, recorded the lowest remediation rates. Only 13.8 percent lacked English proficiency and 5.6 percent math proficiency.

California State University, Dominguez Hills, recorded the highest rates, with 81.8 percent needing help in English and 74.9 percent needing remediation in math.

The CSU system serves about 409,000 students and employs 44,000 faculty and staff.