Incoming Inland freshmen fell far short of Cal State University' proficiency goals in English and math, with students at Cal State San Bernardino faring the worst among area campuses.

Cal State's goal was to have at least 74 percent of incoming freshmen proficient at math and English by 2004. By 2007, the university wanted 90 percent of incoming freshmen proficient in those subjects.

"We are not close to that benchmark," said Cal State University system spokeswoman Clara Potes-Fellow, referring to the results of 2003 proficiency tests released Wednesday.

Cal State officials cited a lack of preparation in reading and math in high school as well as language barriers at home that prevents students from meeting college expectations.

Milton Clark, dean of undergraduate studies at Cal State San Bernardino, said he was disappointed that few students arrive prepared, but he pointed out the campus is educating students who otherwise might be at community college or no college at all. "This isn't really a function of the campus. It's a function of where we are and who we serve."

At Cal State San Bernardino, placement exams showed just 40.5 percent of incoming freshmen were proficient at math and 33.4 percent were proficient at English. Statewide, 63.3 percent of incoming Cal State freshmen were proficient at math and 51.8 percent were proficient at English.

Cal Poly Pomona's freshmen proficiency at math was 71.1 percent and English proficiency was 46.4 percent. Cal State San Marcos had 56.4 percent of incoming freshmen proficient at math and 46.1 percent proficient at English.

Analytical reading and comprehension as well as basic math, including algebra and geometry, were among the areas in which students need to improve, CSU officials said Wednesday.

One factor contributing to lower English proficiency rates was that about 40 percent of CSU students come from homes where English is not the primary language, said Potes-Fellow. Among the languages they speak: Spanish, Chinese, Japanese and Khmer, which is spoken by Cambodians.

Officials attribute the math gap to many students not taking math in the last year of high school. Students must finish their college preparatory courses for a Cal State or a UC school by the end of their junior year.

To improve English proficiency, Cal State system officials have already launched a reading institute at which high school English teachers receive training on how to teach analytical reading and comprehension. The trustees recommended requiring students to take math in the senior year.

Also, CSU and state education officials plan to add 15 questions each to the English and math portions of the California Standards Test taken by juniors in the spring.

Students who perform well will be exempt from CSU placement tests.