“uc alumni should be truly representative of the people of california”
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“UC alumni should be truly representative of the people of
California”K. Pister, Senior associate to the
President, 1998
PROJECTED CALIFORNIA HIGH SCHOOL GRADUATES
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1985 1990 1995 2000 2005
Actual Projected
White
Latino
Asian
Black
PERCENT OF HIGH SCHOOLGRADUATES ELIGIBLE FOR UC
0%
5%
10%
15%
20%
25%
30%
35%
Latino Black White Asian
Statewide Average = 12.3%
3.9 %5.1 %
12.7 %
32.2 %
ETHNIC COMPOSITION OF CALIFORNIA PUBLICHIGH SCHOOLS BY SAT QUINTILE
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Bottom Quintile
Fourth Quintile
Third Quintile
Second Quintile
Top Quintile
White, Asian and Other Black, Latino and American Indian
17 %
26 %
38 %
54 %
79 %
Projected Composition of CaliforniaHS Grads vs. UC Eligibility Pool in 2006
(assuming continuation of present trends)
0%
10%
20%
30%
40%
Asian White Black Latino Other
CA High School GradsUC Eligibility Pool
35 % 35 %
3 %
12 %15 %14 %
36 %
8 %
37 %
5 %
LEADING COUNTRIES IN PROJECTEDGROWTH OF HIGH SCHOOL GRADUATES
0%
5%
10%
15%
20%
Los Angeles Riverside Orange San Diego SanBernardino
16 %
9 %
7 %
5 %
7 %
Student and resource distribution
• Most California minorities in S. Cal.; LA > OC > Riverside
• UCI is the UC growth point that serves these counties
• The School of Biological Science draws a large fraction of minority students
• Bio. Sci. has a tradition and infrastructure for excellence in minority science education
History of Bio. Sci. MSP
• NIH high school tutors (Santa Ana High)• Howard Hughes program (computer lab)• CAMP - NSF funded (Eng. Math, Phys.Sci)• KIDS k-12 programs (Sat. math academy)• MBRP- Research (NIH, undergrad, grad)• Bridge programs (CC, Cal State U.)• Minority international research MIRT-NIH• Neuroscience (NIH-M. Leon)
Program concepts
• Use faculty to provide academic content• Shield faculty & provide support & logistics • Self selecting, dynamic, initiative, not
command driven, not pre-determined• Multiplicity of approaches; social/academic• Theme: critical thinking skills, develop
tools for learning and writing science
Lesson learned from minority science education programs
• Minority problems are same as majority, only exacerbated; emphasize excellence
• Science is an active ‘way of learning’, scientist develop (coach) other scientist
• Professional educators study the process, but often don’t know how to coach science
• Critical thinking underlies science
Lessons cont.• Critical thinking is formal/precise; separation
observation (fact) from interpretation (concept).
• Requires a reiterative training-coaching process
• Along with development of initiative (active learning), provides high level ‘learning skills’ needed for math and science
• Can sustain a student in academically disadvantage situation
MSP resources at Bio. Sci.• MSP Faculty Committee; S. Byrant, M. Leon, B.
Hamkalo, F. Ayala, R. Miledi, A. James• Supportive research faculty (over 70
participants/Bio.Sci./COM)• Supportive School:199 course, Excellence in
Research, Undergraduate Journal • Excellent Staff (J. Rea, A. Velazquez P. Winters) and
three NIH funded programs• Excellent minority students (15 Excel.Res.Hon.)
Dilemma of research faculty and ‘outreach’
• Faculty are over committed; priorities research, mentor graduate, undergraduates, academic and community service
• Minority problem is big - not a natural fit• Must define faculty role• Academic oversight is essential/continual;
administratively implemented programs are not enough - will eventually fail
Program structure
• Follow proposal of Science Outreach Faculty Committee; Academic director and administrative staff to provide coordination
• Dr. L. Mota-Bravo 50% effort for outreach• Provides logistics & advice (faculty & HS)• Assist with procurement of resources• Assist with evaluation & non-sci. program co-
ordination (including career awareness)
How most campuses administer outreach programs
• Funding often resides in student affairs• Lots of administrative staff• No coherent faculty role• No pedagogic aims, oversight or plan• No quantitative specific aims or criteria for
evaluation or resource distribution• Not dynamic/selective for academic success
“Unless we find a way to improve eligibility, the makeup of the University and its student body will become increasingly
dissimilar and separate from the broader population which is our
mission to serve”
end
Existing elements
• Science Fair; Gardner/Bryant
• Ask a scientist night: Estancia, Bell Gardens
• Talk shows; S. Lin• Structural Biology in
space workshops for teachers; McPherson
• Ecological Research for HS teachers; (A Bennett), L. Yoshida
• AP & honors course development; Yoshida
• UCI undergraduate tutors; AVID
• NIH-Bridge; CC based science labs, J.West
1997 UC Board of Regents adopts Outreach Task Force Plan• School Partnerships; selected K-12 schools
linked to specific UC campus• Student academic development; special
enrichment for individual students• Outreach media and communication• Research and evaluation• GOAL: double UC eligible students from
lowest quintile high schools
THE EDUCATIONAL PIPELINE: PERCENTAGE OF 10TH GRADERS THAT ENROLL AT UC
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Tenth Graders Graduate fromHS
Complete A-FRequirements
Apply to UC Admitted toUC
Enroll at UC
Asian White Black Latino
AVERAGE SAT SCORESBY ETHNICITY AND INCOME
600
700
800
900
1000
1100
Below $20,000 $20,000 to$40,000
$40,000 to$60,000
above$60,000
AsianWhiteBlackLatino
For outreach, academic elements underlie and must be integrated
into any outreach that is to develop “UC-competitive” HS
students
• Requires faculty participation •
UC resources for outreach
• ‘98-99 State legislature commits $33 million for outreach (matching at K-12)
• 75% targeted to school centered programs• Allocations for MESA, Puente programs• Distributed to UC campuses• Within UCI 1/3 student affairs 1/3
Social Sci. 1/3 Science
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