“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