UC Outlook

University of California

M AY 2 0 0 2

Family Matters BETA Takes Care of Business UC’s K-12 Connection

UC Davis promotes parent participation to set kids on the college course

University of California

MAY 2002 / VOLUME 4 ISSUE 2

Features PROFILE

14 Taking Care of Business UC Berkeley’s BETA program fulfilling mission at San Francisco high school. BY S TEVEN C OHEN

College clicks at home, page 22

VOICES

16 Putting the Pieces Together Through its critical links, UC can help improve California’s K–12 schools. BY G ERALD H AYWARD SPOTLIGHT ANNE HAMERSKY

22 Family Matters UC Davis promotes parent participation and early intervention to set kids on the college course. BY J AN F ERRIS H EENAN

Mentor magic, page 14

Departments 2 HORIZONS

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Toward a Level Playing Field

California’s largest professional development programs ready for another busy summer.

BY WINSTON DOBY

3 IN BRIEF Capsule summaries of programs, events and activities.

UNIVERSITY OF CALIFORNIA

Outlook

UCSB makes AirWAVES, page 3

Steven Cohen Laura Cirolia D E S I G N / P R O D U C T I O N : Anita Wong

WEB DEVELOPER:

A RT D I R E C T O R :

PROJECT MANAGER:

Outlook is published by Student Academic Services, Office of the President, University of California, 1111 Franklin Street, 9th Floor, Oakland, CA 94607-5200; e-mail: Outlook@ucop.edu.

EAOP Measures Up

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EAOP doubles up, page 8

Programs’ Progress Second-year results demonstrate impact of UC outreach efforts as Legislature wrestles with state budget shortfall.

UCCP Stays on Course UC’s AP online initiative going back to UC campuses for content development.

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Boosting the Transfer Track UC Davis meeting showcases latest links between community colleges and UC.

Outreach program’s students twice as likely to complete “a–f” courses as non-EAOP classmates.

Marc Gidal Danielle Perry C O M M U N I C AT I O N S A S S I S TA N T: Jennifer Forsberg

EDITOR:

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8 NEWS 8

Enhancing Students’ Preparation for College – News about UC Outreach

CSMP/CPDIForge Ahead

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North Star Shines Brighter UC stresses college awareness at popular Redding conference.

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C A M P U S D I R E C T O RY

UC outreach contacts.

www.ucop.edu/outreach/outlook

Subscribe to the online version of Outlook by filling out the form at www.ucop.edu/outreach/outlook/OL_subscribe.html

COVER: The UC Davis Reservation for College program has made higher education a family focus in the Hill household.

Pictured are Lana Hill with her sons Clayvius, left, and Aubrey. Photo: Neil Michel/Axiom.

IN BRIEF

HORIZONS

GEAR UP Conference Hatches Ideas for Future

Toward a Level Playing Field

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By Winston Doby, Vice President for Educational Outreach

A

s I begin my tenure directing systemwide

The framework I have articulated to the Regents and to

outreach, I often think of a man who

others involved with UC outreach reflects this ambitious but

intervened at two critical junctures in my

crucial goal. The framework requires securing certain learn-

life.

ing conditions for all students. These conditions are ground-

I arrived at Fremont High School in Los

ed in “opportunity to learn” research by UCLA education

Angeles (now a UCLA partner school) hav-

faculty and have served as a common framework for stu-

ing excelled academically in middle school. However, when

dent development and school reform outreach work at

I told the high school counselor I wanted to be an architect,

UCLA:

she put me on the vocational track — three courses of archi-

Committed and competent instructors who are credentialed

tectural drafting, auto mechanics and physical education.

masters of content and pedagogy with high expectations of all students;

English was my sole academic class.

Fortunately, about halfway through my first semester

A college-going culture in schools where every child is seen

I showed my report card to my PE coach. Bill Thayer gave

as college material and going to college is the expected

me a startled look and asked what I was doing in those

norm, not the exception;

classes. Then he marched me over to the counselor’s

Rigorous standards-based curriculum beginning in the early grades and culminating in a full

office and had my program switched back to the academic track. I caught up by taking geometry in summer school and continued to do very well at Fremont High. Then, two weeks before the end of my senior year,

The University cannot control the quality of all conditions for every student, but that should not derail our mission to expand education-

array of Advanced Placement and honors courses in high school; An academic support system of counseling, mentoring, tutoring, test preparation and enrichment activities to ensure success;

when Coach Thayer learned of my plans to attend

Healthy families and communities that support schools

Compton College, he drove me to UCLA and convinced

and individual student needs, growth and development;

track coach Elvin “Ducky” Drake to give me a

A multicultural college-going identity that allows all stu-

half scholarship.

dents to see a connection between their identities and

Frankly, I don’t know where I would have ended up if

going to college; and

Coach Thayer had not interceded on my behalf at those

Access to external learning resources through enabling

two very critical moments.

technology that gives low-performing schools equal access

We all need to intervene on behalf of more students to

to the Internet and other resources.

help them get on the right track: The ultimate goal is a level

The University of California cannot control the quality of

academic playing field where every student has the oppor-

all these conditions for every student, but that should not

tunity to achieve his or her full intellectual potential.

derail our mission to expand educational opportunity for

2 UC OUTLOOK

ANNE HAMERSKY

he first community conference for California’s State GEAR UP program drew partners and supporters to Sacramento in March to share their progress and generate ideas for sustaining the program.

Now in the third year of a five-year $25 million federal grant, GEAR UP is sponsored by the California Education Roundtable, and the University of California is steward of the grant. The program goal is to sustain the organizational capacity of middle schools to prepare all students for higher education by supporting the adults who most affect students’ lives: parents, teachers, counselors and principals.

According to Shelley Davis, GEAR UP director, the statewide commitment to this program was evident at the conference with participation from every level of education, as well as from the public and private sectors.

Secretary of Education Kerry Mazzoni greeted the conference participants on behalf of the Governor’s Office. Panels representing the implementation teams, partners, school-based services and individual schools showcased different components of the program.

One of the key elements of GEAR UP is the Parent Institute for Quality Education. Families from each GEAR UP middle school participate in a nineweek institute that teaches parents how to assist their children in reaching college. For three months following the institutes, families participate in training sessions for other parents at their school sites, sharing the strategies and practices they’ve learned.

The conference’s afternoon discussion

UCSB tutors are speaking out and reaching out through KCSB/KJUC Radio.

UCSB Youth Radio Project Makes AirWAVES

A

pilot outreach project is introducing high school students to the resources and possibilities at UC Santa Barbara by giving them and their tutors a

voice on community access radio.

Dubbed AirWAVES, the youth radio project is a collaborative endeavor of UCSB’s Early Academic Outreach, the Academic Senate’s Center for Faculty Outreach and KCSB Radio. To bring the campus’s community radio into local schools, organizers recruited UCSB undergraduates already serving as academic tutors in Carlos Cohen’s 10th-grade classroom at San Marcos High School.

Five tutors have been trained in programming, engineering and broadcasting at the University’s community radio station, KJUC. As part of their training, the undergraduates produce and broadcast a weekly show from 3–4 p.m.

Fridays, focusing on issues from women’s studies to slam poetry.

At the same time, Cohen’s 17 students have been learning about community radio and how to think critically about the media. Students have listened to snippets of the radio shows produced by their tutors, and visited UCSB to observe the production and broadcast. In April, the tutors and high school students jointly produced, engineered and broadcast the first of a number of shows reflecting youth topics chosen by the high school students. UCSB outreach staff are seeking extramural funding to expand the project.

For more information, contact UCSB academic development counselor Scott Woodbridge at (805) 893-5439; woodbridge@sa.ucsb.edu.

groups examined the effectiveness and sustainability of various GEAR UP initiatives, including professional development for middle school educators, articulated standards in English and math between middle and high schools, a resource and materials clearinghouse and the establishment of Educational

Trust Accounts for 3,750 students that will grow to $2,500 upon graduation.

All ideas generated at the conference will be compiled and circulated as a “Blueprint for Sustainability” of State GEAR UP efforts.

More information is available online (at www.castategearup.org).

May 2002

3

IN BRIEF UCI-Compton Partnership Pays Off

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ast fall, 28 students from Compton Unified’s three high schools were admitted to UC. Three years earlier, only five Compton students qualified.

The more than fivefold increase in admitted students — 18 of whom enrolled as freshmen at UC Irvine, including the student body presidents of all three high schools — is tangible evidence of the partnership between the district and UCI to build and sustain a college-going community.

With funding provided by the Los Angeles Basin Initiative (LABI), UCI has offered Compton a comprehensive

set of services tailored to the district’s needs. In 2000–2001, the most significant change in program strategies included working more closely with the Mathematics, Engineering, Science Achievement (MESA) program and America Reads and Counts Challenge, and with professional development programs like the California Subject Matter Projects.

The school district, in turn, has focused on recruiting and retaining leaders who are committed to working toward student success. “It has become a given to work holistically in the schools in order to have our outreach efforts become effective agents of change,” says Stephanie Hubert Schneider, director of

Math + Bugs = Success in UCR Program

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ot everyone can see a geometry lesson in a butterfly’s

wings, or explain volume vs. surface area using fat and flat bugs. But that’s just what UC Riverside’s outreach center did in a special after-school program designed to build students’ math and science skills and their interest in going to college.

Climbing Higher with the Academy for Mathematics Per-

Students handle a walking stick, left, and a New Zealand leaf insect.

formance (CHAMP) was offered in February and March to teachers and students in two schools in the Val Verde Unified School District, which has an ethnically diverse population and a low college-going rate. Over two weeks, teachers were given opportunities to blend math with new instructional strategies, and 87 students were taught hands-on lessons that integrated math and the biological sciences.

The Alpha Center, Riverside’s base for outreach programs, collaborated on this CHAMP offering with the university’s entomology department, which has developed its own K–12 outreach program tailored to meet state content standards. “Catch the Bug” offers on-site interactive presentations, led by graduate and undergraduate students or faculty that teach general entomology and specific topics such as metamorphosis.

For more information regarding CHAMP, contact the Alpha Center (at www.alphacenter.ucr.edu).

4 UC OUTLOOK

evaluation for the UCI Center for Educational Partnerships.

For more information, contact Barbara Kuhn Al-Bayati, director of the UCI-Santa Ana Teachers Institute, at (949) 824-4145; bkalbaya@uci.edu.

Puente Prepares for Largest-Ever Training Series

T

he Puente Project is planning its biggest-ever series of trainings this summer to keep up with its rapid expansion.

The program, which currently serves students in 45 California community colleges and 31 high schools, plans to expand to 75 community colleges — three-quarters of the state’s total. As a result, it will hold three separate weeklong sessions — two for community college faculty, one for high school faculty — to train 70 teachers and counselors in its innovative methods for working with underserved students.

According to Toni Fannin, director of Puente’s community college program, the trainings will not only bring new site teams into the fold, but also unite those who are replacing outgoing teachers and counselors. “We have so many new people from which to draw strength that it benefits everyone in the program,” she says.

Puente’s mission is to increase the number of educationally underrepresented students who enroll in four-year colleges and universities, earn college degrees and return to the community as mentors and leaders to future generations.

For more information about the Puente Project, contact Ernest Robles at (510) 987-9736 (Northern California) or Dennis Lopez at (714) 245-4424 (Southern California).

MESA Earns National Honor

UC Merced Creates Pipeline for Potential Teachers

he California Mathematics, Engineering, Science Achievement (MESA) program was named one of the five most innovative public programs in the country in December.

Selected from a field of 1,200 applicants by a national committee of prominent public policy figures, MESA received the prestigious Innovations in American Government award by demonstrating outstanding problemsolving skills and creativity. Winning programs each receive a $100,000 grant.

Gov. Gray Davis nominated MESA, which was the only winning program from California. The Puente Project received the same award in 1998.

MESA supports more than 32,000 educationally disadvantaged students at pre-college, community college and university levels to excel in math and science and graduate with baccalaureates in math-based fields. The program operates more than 90 sites throughout California.

T

U

Los Angeles Hosts Biggest UC PREP

their commitment and receive a stipend when it’s met.

M

ore than 700 high-achieving juniors from 19 Los Angeles and Orange County high schools will participate in California’s largest UC PREP on May 24 at the Watts Community Center in Los Angeles.

The event will bring UC campus representatives to the area to offer early admissions information and transcript evaluations to the students, most of whom participate in the Early Academic Outreach Program (EAOP) at UCLA and UC Irvine. Those who are not EAOP students were selected based on their anticipated Eligibility in the Local Context status.

C Merced is working to build the ranks of math and sci-

ence teachers by exposing more Central Valley high school and college students to what it takes to teach.

The campus this year brought out a UCOP-funded program, Community Teaching and Fellowship for Mathematics and Science (CTFMS), which aims to create a pipeline into credentialing programs for candidates who want to pursue teaching careers in math and science.

The program is offered in partnership with local schools and reaches 100 students across four

Students simulate a space shuttle launch at the Challenger Learning Center.

high schools and two community colleges in Merced and Stanislaus counties, and at CSU-Stanislaus. UC Merced plans to add its own students to the program when it formally opens in 2004.

For college students, the program offers the guidance and preparation they need to earn a bachelor’s degree and credential to teach math or science.

That preparation can include professional development, classroom teaching and mentoring. Students accepted into the program sign a contract detailing At the high school level, students are given a variety of teaching experiences and the opportunity to simply learn more about science and math — for example, by serving as docents in a local science and technology center and taking related field trips or by co-teaching with experienced teachers. A site adviser at each campus identifies a range of school-day and after-school experiences that students can choose from to fulfill the required hours.

The students will attend half-day sessions that include workshops on how campuses select students for admission. The programs are designed to help more students understand eligibility and how they can overcome any deficiencies they may have, and to acquaint students with the opportunities and support services available at all the UC campuses, said UCLA’s Edmund Harris, who is coordinating

the program.

Having recruiters directly address those issues with students last year produced an increase in UC applications from participating schools, Harris says.

The model being used at the event will be applied in October at UC PREP events hosted by the other UC campuses.

For more information, contact Edmund Harris at (310) 794-2573; eharris@saonet.ucla.edu.

May 2002

5

IN BRIEF Outreach Efforts Unite at UCSF Event

T

wo annual outreach efforts at UC San Francisco pooled resources in April to present a bigger event for local eighth-grade students and their families.

UCSF’s Center for Science Education and Outreach (CSEO) merged its third annual “Plan on College” event with “College: Making It Happen,” which is organized every year by a

consortium of local educators. The combined program’s event brought students from each program’s partner schools in San Francisco and Daly City to the UCSF campus for a half-day of college information and workshops.

The new-and-improved “Plan on College” program included workshops on higher education segments in California, eligibility, and how to prepare for college through coursework, extracurricular activities and financial aid. Close to

Cal Science Program’s Sweet Smell of Success

T

he smell of sizzling onion rings wafts from the second floor classroom in San Francisco’s Thurgood Marshall Academic High School. Inside, 42

buzzing students huddle in groups around the solar ovens they made from recycled pizza boxes, aluminum foil and plastic wrap, racing to see which one will cook the frozen rings in the shortest time.

It’s not a cooking class, but rather an AP course in environmental science, giving students a hands-on lesson in how scientific concepts apply in the real world. The approach is part of an innovative UC Berkeley curriculum that aims to hook disadvantaged students on science by making it relevant to them.

“The days of teaching purely from a textbook are history,” says Lance Powell, who teaches the AP class. “Our kids want to actually see how the living and nonliving worlds are interconnected.”

The project brings to Marshall two UC Berkeley undergraduates who are participants in the Environmental Science Teaching Program of AmeriCorps’s Destination: College project. With support from the School/University Partnership program, the undergrads not only bring hands-on learning experiences to the class, they also give the high schoolers a sense of what it’s like to be a student at Cal. And organizers point to an impressive payoff: 62 percent of the students in Marshall’s AP course applied for fall 2002 admission to UC Berkeley. UCB geology professor William B. N. Berry believes the UC-enriched program could broaden the base of undergraduate science majors at Berkeley.

For more information, contact Stephen Andrews at (510) 381-1321; sandrews @uclink.berkeley.edu.

6 UC OUTLOOK

1,000 students and family members were expected to attend. Additionally, the shared resources allowed the program to be offered in Spanish and Cantonese, as well as English.

Collaborators on the event included outreach programs from UC Berkeley (EAOP), City College of San Francisco and San Francisco State University.

For more information, contact Tracy Stevens at (415) 514-2132; tracys@itsa.ucsf.edu or visit the CSEO Web site (at student.ucsf.edu/ucforyou).

College Prep Math Courses Up at UCSB Partner Schools

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ith the support of UC Santa Barbara’s outreach programs, about 250 new students, including 90 English Language Learners, are taking eighth grade algebra in the Santa Maria-Bonita School District, a 600 percent jump over last year.

The teachers attribute much of their students’ success to the curricula materials (College Preparatory Mathematics or CPM), improved teaching styles, vertical articulation meetings with the high school math teachers and collaboration across elementary and high school district lines. UCSB provided professional development and support for facilitation of vertical teams.

Santa Maria High has added ninth grade geometry sections so these students can continue in their math success, while even more students are taking eighth grade algebra this year. The School/University Partnership program is capitalizing on the results to persuade other partner middle schools to add eighth grade algebra courses.

For more information, contact Kelley Baeza at (805) 893-5663; kelley@education.ucsb.edu.

UCSD’s CREATE Publishes Article

EPC Students and Teachers Get Taste of Seafaring Research

F

our senior members of UC San Diego’s CREATE have described their school-university partnership work with 18 local elementary and secondary schools in the March issue of “Educational Researcher,” a publication of the American Educational Research Association.

The article, “Shaping Pathways to Higher Education,” by Makeba Jones, Susan Yonezawa, Elizabeth Ballesteros and Hugh Mehan asserts that “authentic collaboration around what counts as equitable and democratic education helps us understand the complex ways school, district, and state contexts constrain and enable college access,” which “can help the University and its K–12 partners act in ways that subvert constraints and support minority students’ varied pathways to the university.”

CREATE was established in 1997 to coordinate K–12 outreach for UCSD and to develop a theoretical and researchbased understanding of how schooluniversity partnerships can increase the pool of college-eligible students.

The article is available in PDF format online (at www.aera.net/pubs/er/ toc /er3102.htm).

I

UCR Program Links Mental, Physical Fitness

gha@cats.ucsc.edu.

n July, students and teachers studying earth sciences and oceanography through summer programs of the UC Santa Cruz Educational Partnership

Center (EPC) will get to see firsthand what it’s like to be a scientist on an oceanographic research cruise.

The center is arranging visits to the R/V JOIDES Resolution, a unique scientific drilling ship that will briefly dock in San Francisco to exchange scientific and technical staff and to resupply. During this port call, EPC-affiliated students and teachers will tour the ship and meet some of its international scientists, technical staff and crew.

Forty students participating in the EPC Upward Bound Math and Science (UBMS) four-week residential summer program will see the shipboard laboratories from which working research scientists will correspond with them as the ship collects geological samples from the seafloor off the coast of

The scientific ship is coming in for Santa Cruz students and teachers.

Oregon during July and August. This summer’s UBMS program is built around the theme of “oceanographic research expeditions.” Students from William C. Overfelt and Willow Glen High Schools in San Jose will live on campus at UCSC and take integrated science, math and language courses focused on learning about the geology of the deep sea.

Visits to the ship for other EPC-affiliated groups are also being arranged.

High school students studying earth sciences and oceanography at the California State Summer School for Mathematics and Science (COSMOS), geology/oceanography instructors and students from community colleges, high school students involved with MESA, and other groups may also tour the ship.

For more information, contact Gretchen Andreasen at (831) 460-3072;

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ecognizing that students need healthy bodies as well as healthy minds, UC Riverside’s Alpha Center is offering a new program this July that emphasizes developing both mental and physical strength.

The weeklong program for 40 seventh- and eighth-graders will focus on balancing health education, fitness,

nutrition and a positive mental attitude.

Students will learn math skills as they relate to health — for example, understanding their ratio of body fat to lean muscle — personal physical fitness, and lessons in self-motivation and character development.

A free spinal screening will also be offered by the Children’s Spine Foundation (CSF), which is partnering with the Alpha Center to sponsor the program.

CSF was founded by Dr. Thomas Haider, who invented the “Haider screw” used in spinal surgeries worldwide. Roughly $1 million in profits from the screw are donated annually to UC, says Pam Clute, executive director of the Alpha Center.

For more information on “Healthy Body, Healthy Mind,” visit the Alpha Center Web site (at www.alphacenter. ucr.edu).

May 2002

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NEWS EAOP Measures Up

EAOP students are making their mark.

Outreach program’s students twice as likely to complete “a–f” courses as non-EAOP classmates

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tudents who participate in the University of California Early Academic Outreach Program (EAOP) throughout high school are twice as likely to complete UC preparatory coursework by the end of their senior year as their non-EAOP counterparts, according to an independent study released in March.

The study incorporated a control group, analyzed longitudinal data spanning five years, from seventh through 12th grade, and included more than 40,000 high school students. The study, which is the first of its kind conducted to determine the impact of EAOP, proves the link between outreach and the successful completion of UC “a-f” courses by the end of 12th grade, making the Early Academic Outreach Program a very effective and successful UC-funded initiative. Currently one-quarter of the underrepresented undergraduate students enrolled at UC campuses participated in EAOP.

8 UC OUTLOOK

The First Hurdle to Eligibility According to the new study, 40 percent of EAOP students are “a-f” eligible by the end of their senior year, compared to only 9.5 percent of non-EAOP students.

(Note that at the time of the study students were only required to complete “af” courses because the “g” requirement had not yet been implemented.)

The study looked at the effect of EAOP participation on completion of the required courses. Course-taking behavior of two cohorts of high school students in a large urban school district in California were studied, taking into account student demographics and selfselection into the EAOP program.

Completing the UC subject requirements is considered to be the first hurdle to being eligible for admission to the University of California.

“Our results are definitive and suggest that students who participate in EAOP throughout high school are twice as likely to complete the UC preparatory

coursework by the end of 12th grade than do non-participants of EAOP,” says Dr. Denise D. Quigley, author of the report.

EAOP provides a range of academic enrichment activities for students from middle school through high school graduation. Anecdotal evidence had long supported the hypothesis that such programs enhanced students’ preparation for UC eligibility. The new report bears out this belief.

Researchers looked at background characteristics such as a student’s Free/Reduced Lunch status; ethnicity; gender; language or languages spoken, including whether the student is bilingual, currently or previously limited English proficient, and courses taken and grades earned from middle school through high school graduation.

In looking at the two ninth-grade cohorts from 1996–97 and 1997–98 across their four years in high school, researchers conclude that “EAOP has significant impact” on the ability of high school students to complete courses required for UC admission.

“Completion of the ‘a-g’ course sequence is the most complicated hurdle for most students,” the report states. “It is also a very important indicator of how effective schools are at preparing students for college across all subject areas.”

The Study The study compared students in several ways, including students who might participate in EAOP if the program were to be offered at their schools.

It compared students who have a high probability of participating in EAOP to similar students at schools that did not offer EAOP. To further the validity of the study, researchers also identified two groups of students who were unlikely to be EAOP participants

WILLIAM SHORT

at schools that offer the program and at schools that do not offer the program.

Students are generally selected to participate in EAOP at the beginning of 10th grade based on their grade point averages from ninth grade, course-taking patterns, and potential to achieve academically in ways that will enable them to apply to and be accepted by competitive universities.

EAOP generally is provided in schools that have not performed well historically and, according to Quigley, “this correlates highly with a school having a large percentage of minority students.”

In the pooled sample of 46,817 students at 101 high schools, 7 percent of the students (3,296) participated in EAOP throughout high school. Nearly threequarters of the study sample was enrolled at the 38 schools in the study where EAOP is offered.

The study was designed to statistically separate the effect of EAOP participation on students’ subsequent completion of UC preparatory coursework from the effects of other characteristics of the student or school.

The study was conducted by the National Center for Research on Evaluation, Standards and Student Testing; Center for the Study of Evaluation; and Graduate School of Education and Information Studies at UCLA. It was commissioned by the UC Office of the President and is one of 11 research projects being conducted to investigate and evaluate the effects of outreach at the University of California.

To receive a copy of the study or for more information about this and other UCOP studies, contact Neal Finkelstein in UCOP’s research and evaluation unit at neal.finkelstein@ucop.edu. The author of this study, Denise D. Quigley, can be reached at quigley@cse.ucla.edu.

Programs’ Progress Second-year results demonstrate impact of UC outreach efforts as Legislature wrestles with state budget shortfall

A

s part of the annual budget review process, representatives from UCOP reported on the outcomes and effectiveness of its outreach programs to the Legislature in April and May. Vice President for Educational Outreach Winston Doby told members of a State Senate budget subcommittee that UC’s outreach efforts had “demonstrated quite conclusively” an increase in the number of underrepresented students who were UC eligible and competitively eligible.

At the May 1 hearing, Doby stressed that funds were necessary for both school-university partnerships and student-centered programs to help UC “stay the course” and not disrupt the timetable for UC to meet its five-year goal of a 50 percent increase in the number of students from UC programs who were competitively eligible for admission to UC, and doubling the number of those students who were eligible to the University.

“The focus of our attention is how to bring about systemic change in these schools, which essentially are serving largely low-income, disadvantaged young people,” said Doby. “The longterm payoff will come from this investment. We need more than an increase in eligibility. It’s bringing about change in the system that’s serving those students.”

According to second-year program results that UC reported in an April report to both Senate and Assembly budget committees, UC is projected to meet or exceed the five-year goals.

Among the highlights of the results: ◗ UC eligible participants from

Mathematics, Engineering, Science Achievement (MESA), the Early Academic Outreach Program (EAOP) and Puente increased from 4,208 in 1998–99 to 4,947 in 1999–2000 to 6,141 in 2000–2001, an increase over 1998–00 of 1,933 students or nearly 46 percent. ◗ UC-eligible underrepresented students from school-university partnership schools increased from 1,378 in 1998–99 to 1,451 in 1999–2000 to 1,791 in 2000–01, an increase over 1998–00 of 413 students, or 30 percent. ◗ Collectively, EAOP, MESA and Puente now reach almost 100,000 students in more than 400 schools across the state. ◗ School-university partnerships now extend to 256 low-performing California schools with enrollments exceeding 165,000 students. ◗ The University’s student academic development program participants accounted for 30 percent of African American and 33 percent of Chicano/ Latino students among new UC freshmen in 2000.

Due to the state budget shortfall, Governor Davis has proposed reducing funding for UC K–12 outreach by $4.2 million for 2002–03 (exclusive of CSMP and CPDI funds).

This is in addition to a $2 million reduction for University outreach as well as a $5 million redirection of funds from school-university partnership programs to studentcentered programs that was made in the current fiscal year.

May 2002

9

NEWS

A teacher from the California International Studies Project oversees high school students.

CSMP and CPDI Forge Ahead California’s largest professional development programs ready for another busy summer

D

espite looming budget cuts and the pending re-authorization of the California Subject Matter Projects (CSMP), both CSMP and the California Professional Development Institutes (CPDI) are gearing up for another active season of professional development institutes at UC, CSU and independent colleges and universities across California.

The two programs are expected to serve a combined 68,000 K–12 participants in school districts across the state during 2001-02, even as the Legislature scrambles to cover a state budget shortfall of several billion dollars.

CPDI is currently (2001–02) funded at $50.8 million, a nearly 18 percent drop from the $61.9 million originally earmarked after Governor Gray Davis took office in 1999. Meanwhile, CSMP faces a permanent $4 million cut to $31.3 million in the Governor’s pro-

10 U C O U T L O O K

posed 2002–03 budget.

In late February, after the Governor released his proposed 2002–03 budget, the Legislative Analyst’s Office recommended that all programs related to teacher professional development, including the CPDIs and CSMPs, be collapsed into a block grant and sent to K–12 districts on a proportional basis.

The districts would, in turn, have discretion as to how such funds would be expended. UC and other higher education segments could, if they chose, be providers of services to districts by entering into fee-for-service agreements.

According to Bob Polkinghorn, assistant vice president for educational outreach, UC has serious concerns about the LAO recommendation and the feefor-service relationship with K–12. He noted that the state’s systems of higher education consider themselves partners, not vendors, in the quest to improve stu-

dent learning at all levels. In addition, he says that UC has concerns about quality control, accountability and the dissolution of a professional development system that is an integral part of the state’s strategy for educational improvement.

“I believe it is more important than ever that our CSMP and CPDI sites continue to conduct their programs and provide the high-quality professional development that teachers and schools have come to expect,” says Polkinghorn.

“It is especially important that planned district-level partnerships be solidified and that our commitment to meet district, school and teacher needs be more on the forefront of our planning discussions.”

Programs Compared Part of the budget discussions and proposed program cuts in Sacramento revolve around the similarities and differences between CSMP and CPDI. Both programs provide standards-based, university-sponsored professional development institutes for K–12 teachers in academic content areas. In addition, the majority of CPDIs are hosted at CSMP sites and rely on CSMPs for instructional leadership and administrative support.

While both programs are designed to help teachers increase their content knowledge and instructional effectiveness, CSMP puts special emphasis on fostering teacher leadership and provides an entrée into a well-established network of teacher leaders throughout California. Although CPDIs are primarily intended to meet the needs of new and underprepared teachers, CSMP sites work with both new and experienced teachers. CPDIs target key content areas (reading, high school English, mathematics and English language development); CSMP sites

provide programs in nine content areas.

For the upcoming year (2002–03), both programs are taking on the challenge of improving students’ academic performance in relationship to the state’s content standards; working with teachers of English language learners; and serving teachers who work in schools with low Academic Performance Index scores (1–4), particularly those at schools with high numbers of beginning or non-credentialed teachers. CSMP will also specifically seek to develop teacher leaders and create partnerships with university faculty, schools and districts.

Evaluations As CSMP and CPDI expand, renew and take on these ambitious goals, teams of independent evaluators continue to scrutinize them. Preliminary reports submitted in December 2001 by three different organizations regarding the CPDIs indicate that the institutes provide high-quality professional development aligned with California Academic Content Standards. They conclude that the institutes have a positive impact on participants’ confidence in their subject area. Concurrently, the American Institutes for Research (AIR) submitted a preliminary statement in December 2001 showing that teachers report that their experiences with CSMP have increased their knowledge and understanding of content standards and have had a considerable impact on their classroom practices and professional careers.

More information about either program is available online (at http:// tepd.ucop.edu) or by contacting Glenda Gentry at (510) 987-9636; glenda.gentry @ucop.edu. In addition, the recently published CSMP Triennial Report is available online (at http://csmp.ucop. edu/csmp/downloads/CSMP_Triennial_ Report.pdf).

UCCP Stays on Course UC’s AP online initiative going back to UC campuses for content development

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his spring, the UC College Preparatory Initiative (UCCP) offered 11 Advanced Placement and honors courses, plus tutoring and AP Exam Review over the Internet to nearly 2,500 students at California high schools where college preparatory curricula are underdeveloped. While nearly tripling the number of participating students since last fall, UCCP’s biggest expansion may be on the UC campuses, where new AP courses are on the drawing board.

The AP environmental science course is slated for release in fall 2002.

“We recognize that there are problems inherent in using off-the-shelf commercial products,” says UC Santa Cruz Vice Chancellor Francisco Hernandez, who directs UCCP. “We are committed to developing universityowned online courses to ensure that students receive the most interactive and engaging learning experience available, one that is as close as possible to a classroom-based course.”

Slated for release in fall 2002 is an AP course in environmental science developed in collaboration with the UCLA Center for Digital Innovation (CDI). In addition, 10 teams of UC faculty members — approximately 20 individuals — have been awarded

grants of $30,000 per team to develop prototypes for other AP courses, such as U.S. history, that will be considered for expansion into full AP courses delivered in 2002 and 2003.

According to UCLA physics professor Maha Ashour-Abdalla, university professors, researchers, high school teachers and environmental industry experts helped develop the AP environmental science course.

“The collaboration allowed content to be developed from a variety of perspectives,” said Ashour-Abdalla, CDI’s director of science and technology development. “What emerged was engaging multimedia course content, interactivity and newly developed pedagogical tools that address the goals of the AP environmental science curriculum.”

Once the online courses are developed, Hernandez says, they are adaptable in many other situations.

“What makes these courses so versatile is that they can be used by a single student sitting at home, a class of 30 in a single setting, or by a teacher who needs to supplement their classroom-based course,” says Hernandez.

Teachers can evaluate the latest course offerings and receive training during UCCP’s annual Advanced Placement Summer Institute at UC Santa Cruz, July 21–26. In addition, the campus will be hosting a Virtual High School Institute for high school leaders from across the country, August 15–17.

For more information on the UC College Prep Initiative, contact Hernandez at (831) 460-3006; fjh@cats.ucsc.edu; or visit the UCCP Web site (at www. uccp.org).

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NEWS Boosting the Transfer Track UC Davis meeting showcases latest links between community colleges and UC UCOP’s Winston Doby, left, and State Sen. Richard Alarcón discuss ideas at UC Davis.

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early 100 California community college presidents, faculty, counselors and University of California representatives gathered at UC Davis in March to discuss ways to improve the transfer process to UC campuses.

The 12th annual UC Davis/community college symposium, “Partners in Higher Education,” featured panel discussions about UC Davis transfer initiatives and creating a community college transfer culture. State Senator Richard Alarcón (D-San Fernando), who chairs the Senate Select Committee on College and University Admissions and Outreach, discussed collaborative efforts to enhance the transfer process in a luncheon speech. UC Davis Chancellor Larry Vanderhoef also participated in the meeting.

“It is absolutely clear that our community colleges are the bridge that provide hope to everyone,” Alarcón told a luncheon gathering at UCD’s University Club. “It’s that whole idea that you can be a pauper and rise from that position.”

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Alarcón said that California ranks second in the nation in attendance at four-year universities, but it is 48th in the nation for students going directly from high school to university. He noted that community colleges fill a need for remedial education as well as provide an opportunity for those from increasingly diverse backgrounds to receive a higher education.

During the symposium, Michael Dang from UC Davis and Brenda Thames from the Los Rios Community

satisfaction with UC Davis in general, stemming primarily from a weaker social integration.

Chatman also unveiled a Web-based interactive tool called the “Transfer Report Generator” that allows users to sort outcomes of community college students who have transferred to UC Davis. For example, it could sort the number of students who were in the civil engineering major at American River College who transferred to the UC Davis School of Engineering. The site is available (at www.sariweb.ucdavis.edu /transfers/tsearch.cfm).

Questions or comments may be directed to Chatman at chatman@ucdavis.edu.

The second symposium panel included Ernest Moreno, president, East Los Angeles College; Alfred Herrera, director, Center for Community College Partnerships, UCLA; Kim Herrel, EAOP coordinator, UC Davis; and Francisco Rodriguez, executive dean, Woodland Community College.

Herrera described the six key compo-

It is absolutely clear that our community colleges are the bridge that provide hope to everyone. It’s that whole idea that you can be a pauper and rise from that position.

College District described the history, process, successful outcomes and future implications of the UC Davis Dual Admissions program pilot.

Steven Chatman, UC Davis’ director of Student Affairs Research and Information (SARI), reported on a survey of recent UC Davis alumni that demonstrated there was little or no difference between UC Davis students coming from community colleges and high schools on most measures, such as satisfaction with services, majors, GPA, rates going on to graduate and professional schools, and post-graduate salaries. However, he said transfer students tended to show a lower level of

nents of successful transfer programs identified mutually by UCLA and community colleges that improve both the overall transfer rates and the diversity of the transfer pools. In particular, he emphasized the importance of UCLA faculty involvement.

These key transfer components were later reinforced in a discussion moderated by Winston Doby, former UCLA vice-chancellor, now vice president for educational outreach at UC Office of the President.

For more information on the UC Davis/community college symposium, contact Dan Roy at (530) 752-4444; ddroy@ucdavis.edu.

North Star Shines Brighter UC stresses college awareness at popular Redding conference

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he University of California is helping the rural North State develop a viable college-going culture, thanks to three major events held in two days at the end of February in Redding.

Designed to chip away at the perceived accessibility gap, UC Early and Immediate Outreach hosted the second annual Conference for North State and one of the largest UC PREPs in the state.

At UC PREP, UC admissions officers advise high-achieving sophomores and juniors on UC entrance requirements, evaluate their transcripts, and provide information on such topics as test preparation, financial aid and writing the personal statement.

UC Early and Immediate Outreach was also a major presence at the Shasta County college-awareness night. As a result, UC provided direct services to 150 educators, more than 600 high school sophomores and juniors, and provided information to some 5,000 area residents.

Although last year one-third of Shasta County’s nearly 1,800 graduating seniors completed UC/CSU requirements, only 72 enrolled as freshmen at UC. Enrollment numbers for CSU seldom top 100. The vast majority of seniors — well over 40 percent most years — opt for the local community college with plans to transfer that seldom materialize. Of the more than 600 students that Shasta College deemed “transfer-prepared” in 1999, only 24 transferred to UC in 2000.

Calling the problem “particularly puzzling” in light of the UC/CSU eligibility rates, UCLA education professor Patricia McDonough studied 15 schools

in Shasta and Siskiyou counties last summer at the request of UC Office of the President. Her findings were released at the Conference for North State Educators, which was attended by some 150 high school, middle school and community college educators. Not surprisingly, she found that low family incomes and a range of other obstacles, including rural lifestyles and the distance to UC campuses, inhibit college attendance.

UC PREP

In the largest UC PREP in the state, some 650 high-achieving sophomores and juniors from 15 high schools in Shasta and Trinity counties attended half-day programs February 27. Students received information on the UC campuses, financial aid, test preparation, writing the personal statement and academic preparation. Juniors met in small groups with UC campus admission officers, who evaluated their transcripts and discussed campus selection criteria.

“The campus reps were tremendously impressed with the qualifications of these students,” said Ben Tucker, man-

For far too many of our families, going to college is not part of their vision for their children.

McDonough said that while the setting is significantly different than the state’s impoverished urban areas, the issues are strikingly similar.

“There’s little college exposure in the community, an inability of students to picture a college option that seems both geographically and symbolically remote, the debilitating aspects of communities in economic depressions, and the thwarting of the aspirations of their youth,” she said.

Superintendent of the Shasta County Office of Education Charles Menoher, one of the architects of the collegeawareness activities in the area, concurred.

“For far too many of our families, going to college is not part of their vision for their children,” he said. “The University of California’s outreach to rural areas such as ours allows families and students to see firsthand that going to the UC system is achievable when proper preparations are made. Expectations are powerful motivators and the University of California is a most significant player in this regard.”

ager of UC Early and Immediate Outreach, who has spearheaded UC PREP events throughout the state for more than a decade. “It’s not a question of making the students eligible for UC, it’s a question of making the students believe that going to UC is possible.”

UC was also one of the sponsors of the second community-wide “College: Why Not!” event, a college-awareness night and college fair held February 26. Students crowded three and four deep around the massive University of California booth, which was staffed by representatives from each of the UC campuses.

In addition, UCOP staff conducted workshops on topics ranging from financial aid to sports and higher education to selecting the right courses for college. UC staff also worked closely with the California Student Aid Commission to develop, staff and facilitate its popular on-site FAFSA appointments, where families brought their financial records for assistance with filling out the FAFSA. For more information, contact Nisa Donnelly at nisa.donnelly@ucop.edu.

May 2002

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Taking Care of

BUSINESS

UC Berkeley’s BETA Program Fulfilling Mission at San Francisco High School

BY STEVEN COHEN Photographs by Anne Hamersky

M

eet Beverly Escobar. Firm handshake. Friendly smile. Looks you square in the eyes.

A professional demeanor didn’t come naturally for the shy Mission High School junior.

Then she received one-on-one interview practice using video, a resume critique and even advice about what to wear to a job interview in one of three classes she takes in the school’s Business and Finance Academy.

In her first real job hunt, Escobar landed a part-time position at Macy’s. Now she has her sights set on attending UC Berkeley.

Although few students from the lowperforming San Francisco high school apply to Cal, it’s not surprising that Escobar is eyeing the prestigious campus: All six of her student mentors in the academy hail from UC Berkeley’s Haas School of Business, and Escobar and her 42 classmates have had the opportunity to visit the campus and even survey their mentors’ dorm rooms.

“I look up to them,” confides Escobar, 16.

“They are an inspiration.”

The undergraduate mentors are part of UC Berkeley’s Business, Economics, Technology Achievement (BETA) program, launched to test the idea that teaching business skills and entrepreneurship could help propel underserved students toward college. The program is modeled on the Mathematics, Engineering, Science Achievement (MESA) program, which in partnership with Young Entrepreneurs at Haas began piloting BETA in 1999. The program now employs mentors in 11 classrooms, serving more than 300 students in the Oakland, San Francisco, Berkeley and West

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Mentor Sal Becerra leads a small discussion group at Mission High.

Contra Costa school districts.

During a recent visit to the Introduction to Finance class at the UC Berkeley partner high school in the low-income Mission district, it was easy to see why the students seemed eager to participate in a class led by three college students who are not much older than they are.

Emmanuel “Manny” Campos, the charismatic lead mentor, enlivened a potentially dry study-skills workbook section on time management by lacing it with humorous anecdotes about his sometime less-than-disciplined lifestyle at Cal — something he carefully discourages the students from emulating.

“What do you guys do at, say, 4 p.m. on Wednesday afternoon?” he asks the students. “And don’t tell me you’re watching cartoons like I was in high school.”

But Campos also preaches what he practices. After emigrating from Mexico to Bakersfield in 1989, he chose high school over farm work, then launched a successful tire business when he was only 17, the same year he first learned about the University of California from a Taft High School counselor.

“I’m here to share with them what I did right,” says Campos, 22. “Business goes counter to everything they’ve been taught in their culture. They’re told not to challenge, not to be aggressive. You have to act professionally, aggressively and consistently in order to succeed.”

Campos and the other two mentors in the Introduction to Finance class engage the students by tying business concepts to real-life applications. Students write business plans for their own enterprises, learning finance terms such as “margin” and “break-even point” in the

process. While working on these projects, they develop writing, communication and math skills.

Business concepts are also integrated into the other two academy courses: U.S. History and English. The resume-building exercise that helped Escobar land a job actually originated in a unit on the early American colonies in Nancy Rodrigues’ history class. Academy students — who stay grouped together for three courses in both their junior and senior years—created resumes for

Lead mentor Manny Campos amuses students Beverly Escobar and Shahnawazz Rangooni in the Introduction to Finance class.

I’m here to share with them what I did right. Business goes counter to everything they’ve been taught in their culture. important colony figures like John Smith, including a summary of qualifications and educational background.

Another history unit on industrialization connected an economics game about oil prices with the story of business barons such as John D. Rockefeller and Andrew Carnegie. In the English class, students read The Great Gatsby, F. Scott Fitzgerald’s portrait of selfmade millionaire Jay Gatsby.

Mission High School teachers like Rodrigues coordinate class content and share feedback on classroom

strategies with the mentors during weekly meetings.

Regular teachers lead two of the three 90-minute classes alone, while mentors, who receive a stipend, have full reign to teach one class a week by themselves.

“The mentors help me primarily with the business content,” says Rodrigues, a UC Berkeley graduate who has taught at Mission for six years. “I help them stay in touch with the history lesson plans and offer some teaching pointers.”

This close interaction between teachers and mentors has helped both expand their visions of education. Salvador “Sal” Becerra, who was lead mentor in Rodrigues’ history class in fall 2001 and now mentors in the Introduction to Finance class, credits Rodrigues with pointing him toward a teaching career. The UC Berkeley senior plans to return to his hometown of Riverside to teach high school when he graduates this June. Two other recent BETA mentors are also considering teaching credentials.

Meanwhile, a record number of Mission High School sophomores will be joining the Business and Finance Academy next year because of inspirational mentors like Campos and Becerra.

The inspiration goes both ways, says Campos.

“It’s amazing to see how much they’ve opened up since the first day,” he says. “They always surprise you, and meet your expectations.” • May 2002

15

Putting the Pieces Together As California rushes to institute its high-standards, high-stakes accountability system, UC must take the lead to make it a success

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key concepts and operational elements of the new K–12, highn the early days of creating an accountability system in standards, high-stakes accountability system.

California, scant attention was paid to the critical role of higher education.

Core Concepts Much of the early activity focused on the dismal state California’s accountability system is based on a few core concepts of K–12 education. California’s National Assessment of that can be summarized succinctly: Educational Progress (NAEP) scores were among the very lowest in the nation, and Govs. Wilson and Davis, with the ◗ Success is measured by what students know and are able support of the Legislature, responded with a sense of urgency to do. The focus shifts to the improvement in student outand a burst of activity. They believed something needed to be comes and away from inputs. done and done quickly. ◗ All students can learn. No longer is it acceptable to But as the accountability system has rolled out, the important “blame the students.” It is the responsibility of the schools to roles to be played by postsecondary institutions in improving stugraduate students who have mastered complex materials. dent performance — particularly the tasks of California’s four◗ Student performance will rise to meet high expectations. year public segments, UC and CSU — become more and more Some states have opted to begin their standards-based evident. Before I examine the nature and accountability system with relatively low

by GERALD HAYWARD expectations, with the intent of gradually significance of those roles, however, let me briefly describe, in very general terms, the ratcheting them up over time. California Illustrations by Robert 16 U C O U T L O O K

opted for high expectations at the outset. ◗ There are consequences for all — students, teachers, administrators and school boards, both for performing well and for performing poorly. Provisions are made for rewards and sanctions.

Converting these relatively straightforward concepts into operational reality is far from simple, especially if, as in California, it is imposed on an already existing hodgepodge of elements, not all of which are consistent with the new thrust.

In an ideal world, an accountability model would be developed sequentially (both in terms of each element and progressing grade by grade) and gradually phased in over time.

However, the sense of urgency that accompanied these reform efforts precluded an orderly, sequential process.

The key elements in California’s accountability system include the following: Content standards specify the knowledge and skills students need to know and be able to do in each area of the curriculum, starting with the core areas of reading/language arts, mathematics, science and history/social science.

Performance standards define the nature of the evidence that students must display and the levels of attainment that answer the question “How good is good enough?”

Curriculum frameworks provide subject-matter-specific curriculum guides that offer a standards-based context to teachers.

Textbooks and other instructional materials reflect the standards-based content for each of the subject matter areas.

Multiple assessment instruments provide more than one measure

to correctly assess a student’s mastery of the breadth and depth of the standards.

Personnel preparation and development provide for the education and training of teachers, administrators and studentsupport staff in sufficient numbers and of sufficient quality with appropriate standards-related training.

Appropriate consequences promote a system of rewards and interventions linked to measures of student outcomes focusing on improvement rather than absolute rankings.

It is important that each of the above elements be aligned with each other. Creating each element is massive work, aligning it with all the other elements requires huge amounts of synchronized activity on a number of fronts, involving a large number of state agencies, including the Governor’s Office, the Office of Secretary of Education, the superintendent of public instruction, the State Board of Education, the executive director of the State Board of Education, the Curriculum Commission, the Commission on Teacher Credentialing, county offices of education, local districts and schools. To be successful requires a singleness of purpose and a set of unambiguous signals sustained over a substantial period of time.

Into this complex mix of purposes, processes, agencies and individuals must be added the critical role played by higher education if the accountability system is really to contribute to improving student performance. The sections that follow will highlight higher education’s important contribution in four areas: content and performance standards, curriculum, assessment and professional development.

May 2002

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Content and Performance Standards

Curriculum

California does not have a uniform, mandated high school curriculum. The major force for coherence and uniformity historically has been the cluster of courses required for admission to the University of California and the California State University. In 1999, UC and CSU aligned their course requirements for the first time. Both systems now require two years of history, four years of college preparatory English, three years of college preparatory mathematics, two years of laboratory science, two years of language other than English, two years of college preparatory electives and one year of visual and performing arts. The fact that CSU and UC now have identical prerequisite course requirements for admission has been an enormously important plus in sending clear signals to students about the necessary course-taking patterns in high school and junior high.

Last year, when the University of California Board of Regents adopted its new Eligibility in the Local Context (ELC) path, another tool to reinforce If students understand that the knowledge they K–12 standards and rigorous course-taking patterns was put in gain in high school will be directly applicable place. The policy, which grants University eligibility to the top 4 to their success in college, that reinforcement percent of graduates in each high school who complete the required sends a powerful message regarding the courses, has created a substantial incentive for high schools that importance of doing well on the standards. have historically had few or no UC-eligible students to offer the full complement of “a-g” (community colleges, California State University, University requirements. According to the University, almost 97 percent of of California and the private independent colleges and unithe high schools participated in the ELC plan in 2001. versities) develop expectation statements consisting of the skills Finally, the University, working closely with the California and knowledge students should come equipped with in order community colleges, will further support rigorous courseto participate successfully in higher education. The academic taking patterns by enacting a “Dual Admissions” program, senate expectation statements, while not a perfect match, line which admits students simultaneously to a community college up fairly well with the current K–12 standards. Put differentand to UC, providing they successfully complete their lowerly, the higher education expectation statements serve to effecdivision coursework before transferring to the University. tively reinforce most of the K–12 standards. As we will discuss Students who rank between the top 4 percent and 12.5 percent below, however, the expectation statements are not of their high school graduating class are eligible. The ELC well aligned with either admission or placement examinaand Dual Admission policies have increased the prospects for tions. This lack of symmetry at least partially offsets the admission for thousands of students who in the past attended positive impact the expectation statements may have.

These standards, in order to have maximum impact, should be aligned with expectations that the California higher education segments have for students entering their institutions.

To the extent that the K–12 standards can be matched with what students need to know and be able to do to succeed in higher education institutions, their effectiveness will be enhanced. If, for example, students understand that the knowledge they gain in high school will be directly applicable to their success in college, that reinforcement sends a powerful message regarding the importance of doing well on the standards. While it may be too much to expect higher education institutions to tailor their expectations to K–12 standards, to the extent those standards are taken into consideration when expectations are developed, they can become mutually reinforcing.

Under the auspices of the Education Roundtable, the academic senates of the state’s four segments of higher education

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schools that because of negligible eligibility rates often failed to offer the necessary prerequisite courses. These new policies strongly reinforce the rigorous course-taking patterns the new standards require.

Multiple Assessments Much of the attention paid to accountability has focused on the issue of assessment.

It is the area in which the greatest progress has been made (specifically in aligning new tests to meet the standards) and yet which to many remains the most troublesome (reliance on a single test, the SAT-9, as the sole measure of school performance). The progress made by the State Board of Education and the Department of Education on alignment has been remarkable. Tests in all core curricular areas have been developed that are now standards-based. In English/language arts, the standards-based items make up the bulk of the tests, with a reduced reliance on nationally normed tests. In mathematics, end-of-course tests for junior high and high school are now standards based and a cumulative standardsbased test covering Algebra I and Geometry/ Algebra II has been administered. Here, too, the nationally normed test plays a reduced role. In science, end-of-course, standards-based tests have been adopted in key subjects and reliance on the nationally normed test is reduced. In history/ social science, only standards-based tests will be administered as the nationally normed test is completely phased out. In short, the state has moved quickly to make certain the tests align with and reinforce the standards.

As new tests are developed, they are phased into a school’s Academic Performance Index (API) so that a school’s score will actually reflect how well it is doing in educating students to meet the state’s standards. Not only will the tests show how well a school is doing absolutely (e.g., how many students are proficient in the new standards) but also comparatively (how well the school does compared to a school with similar student populations). The next step for the state is to move aggressively to add additional components such as drop-out rates, college-going rates, written essays, locally developed student performance measures, etc. — all of which will reduce the

reliance on a single multiple choice test.

The contributions that higher education has made on this dimension are significant as well, although much work needs to be done to align tests used for higher education purposes (such as admission and placement) with the K–12 standards. The Policy Analysis for California Education (PACE) has documented the need for better alignment of higher education tests extensively. It is important to note that higher education testing serves multiple purposes, only one of which is to provide support for the K–12 standards. But both the CSU and UC have proposals under consideration that far better align their current admission and placement testing programs with the K–12 standards. Most directly, the CSU has proposed adopting some variation of the high school exit examination as an admissions/placement test.

This, of course, sends the strongest possible signal about the importance of mastering the material contained in the high school standards in order to gain admittance to the CSU and to avoid placement in remedial courses. UC President Richard Atkinson initiated another important effort, and as a result the UC Academic Senate has forwarded to the regents a new admissions policy proposal that would phase out the use of the SAT I and rely on a new achievement-based test designed specifically to test students on knowledge necessary to succeed at the University. The new test, although years away, would put the emphasis on what students learned in school, rather than on innate ability beyond the school’s control.

Professional Preparation and Professional Development It is in this area that the state has its most significant challenge and to which the higher education system has the most direct and essential contribution to offer. It is impossible to think of a high-standards-based curriculum, with all students mastering complex material, without a sufficient and well-trained teacher cadre. In addition, California’s school population continues to grow. With it comes the need for additional school personnel.

Policy changes, often implemented without careful consideration of the consequences, have exacerbated the demand for new teachers. Class size reduction is a good example of a May 2002

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activities for California’s existing teacher population. California in the last 15 years has developed literally dozens of professional development initiatives. Of the many programs, two bear mentioning here. The California Professional Development Institutes (CPDIs) were started in 1999 and have rapidly expanded both in scope and in numbers of teachers served.

Money in the budget provides funding for some 45,000 participants in both 2001–02 and 2002–03. These programs, funded through UC, are really ambitious consortia efforts involving all the segments. The centers are designed to provide intensive content-based professional development, aligned with state standards, in reading/English, English language development and mathematics. The other large professional development initiative administered by the UniThe success of K–12 is dependent on the nature versity is the California Subject Projects, working with and quality of the assistance it receives from its Matter teams of teachers in an attempt to effect school-wide instructional higher education colleagues. reforms. In the current year, about 25,000 teachers will receive the services. economy, reduced their commitment to teacher and adminIn sum, schools of education in the CSU and UC must now istrator preparation in the face of increasing enrollment in eleprepare more teachers, with greater skills and subject matter mentary and secondary schools. While the demand for teachknowledge to meet the accountability requirements promulers was increasing, the production of newly minted teachers gated by the new standards. There is much yet to be done. was declining.

There are still almost 50,000 teachers who have not met the There are dual pressures on the state’s higher education minimum requirements to obtain a credential. There are tens institutions to (1) prepare more teachers, especially teachers who of thousands more who are ill-prepared to teach the new stanare willing to teach in urban and rural areas of greatest need, dards, especially in science and mathematics. Although the and (2) to offer professional development opportunities to huge higher education system has responded with an impressive numbers of teachers already in the system who need approprieffort to provide wide-scale professional development ate training. These pressures are in addition to the relatively opportunities — from teaching reading in first through third new push to align teacher preparation programs with the new grade to professional development for principals — serious standards and with the need to improve subject matter experproblems still exist. These programs still have enormous logistise to accommodate the demands of the new standards. tical and coordination problems to overcome. The good news On the first front, CSU has responded by increasing its is that the effort is improving; the not-so-good news is that the credential candidates by 50 percent in the latter half of the ’90s. problem of too few well-prepared teachers continues to grow.

In the last two years, UC has increased its enrollment in teacher preparation programs by 8.5 percent, according to a The Critical Links study done last year for the Center for the Future of Teaching It has become abundantly clear that the successful implemenand Learning. tation of a high-standards, high-stakes accountability system is Just as the demand for new teachers was increasing so, too, was dependent on a large, aggressive and innovative higher the demand for providing improved professional development policy with huge unintended consequences. While the end result, class sizes of 20 or fewer in grades K–3, is enormously popular with parents and teachers, the sudden increase in demand has created a situation in which teachers with inadequate preparation and little or no experience have been hired to fill the sudden influx of new slots. Unfortunately, a disproportionate percentage of the underqualified and inexperienced teachers wind up in schools with the largest number of lowincome and minority students. Those students needing help the most get the least well-trained professionals.

This has exacerbated an already troubling situation in California. For the first half of the 1990s California’s public higher education institutions, partially as a result of the faltering

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education presence. Education must be viewed as a continuum from preschool through graduate school with the success of each segment dependent on the success of all other segments. Put differently, the futures of University of California and the California State University are inextricably linked to the success of elementary and high schools in this state. Even more so, the success of K–12 is dependent on the nature and quality of the assistance it receives from its higher education colleagues. In the last few years several positive steps have been undertaken to improve the K–12 connections, but much still must be done.

First and foremost the two segments must increase their already substantial efforts in training prospective teachers, while also maintaining, improving and increasing their innovative and largely successful efforts in professional development of the existing K–12 personnel.

Second, both systems have the responsibility, even more so than in the past, to send abundantly clear signals about what is expected of students if they are to succeed in pursuing higher education opportunities. These expectations must be transmitted early (beginning in elementary school) and often. They must be consistent. Aligning tests for admission and placement with expectations for success are critical. Furthermore, taking into consideration existing high school standards in the development of those examinations is important. CSU’s proposal to utilize the high school exit examination for placement purpose is commendable, as is UC’s proposed alteration of its admission requirements.

Third, sending equally clear signals about the importance for all students to take a rigorous high school curriculum has been helped by the uniform “a-g” requirements, and UC’s ELC plan and dual enrollment initiative. More can be done to encourage the spread of advanced placement and honors courses so that all students can benefit from them.

Fourth, creating a stronger link between higher education preparation and K–12 accountability is essential. For example, part of a high school’s API should include the rate of success high schools have in preparing students for college. Col-

lege-going rates, college first-year grades and scores on college admission tests should all be included in the mix of measures by which a high school’s quality is judged. The rewards and sanctions part of the accountability system are based on changes in the base year scores — a strong incentive for all schools to improve their standing.

Finally, higher education can do a much better job of getting information about student performance back to the high schools. This is especially true as the higher education tests become better aligned with the expectations, which in turn are better aligned to the standards. Being able to use the information about student performance to improve preparation in high school is essential.

One should not take lightly the difficulty in adopting such a seemingly straightforward set of recommendations. To implement even the simplest requires a massive coordination effort among all the segments. Even more importantly, it requires a singleness of purpose and a willingness to stay the course over a very long period of time. California is not noted for its patience. The past is filled with innumerable stops and starts on any number of initiatives. Improving student performance through a high-standards, high-stakes accountability system is not just another in a long line of reforms. It deserves and requires the strongest possible sustained support from higher education. • Gerald Hayward is one of three directors of the Policy Analysis for California Education, or PACE (at pace.berkeley.edu). He served as deputy director of the National Center for Research in Vocational Education at UC Berkeley. He is also a founding partner of Management, Analysis and Planning, an educational consulting firm. From 1980–1985 Hayward served as Chancellor of the California Community Colleges, and prior to that he served for a decade as Principal Consultant to the California State Senate Committees on Education and finance. Hayward is a former teacher and administrator in California’s public schools.

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Family

Fifth-grader “A.J.” Hill, left, predicts that he’ll be taking lecture notes at UC Davis on a PDA. Below, he plays on a laptop as his older brother Clayvius looks on.

Matters

UC Davis promotes parent participation and early intervention to set kids on the college course

BY JAN FERRIS HEENAN | Photography by Neil Michel/Axiom

L

ike most parents, Isabelle and Jose Ortega wanted better things for their two children than they had for themselves, especially when it came to education.

With little guidance and few goals, Isabelle made it through community college but no further. And although Jose started out on a university scholarship, he was placed early on in such advanced courses that he dropped out and enlisted in the military.

Their children, Rafael and Sylvia, never faced such hurdles. Both attend UC Davis.

22 U C O U T L O O K

What made the difference between the two generations? The Early Academic Outreach Program (EAOP).

“I thank God for the program. Without EAOP, I don’t think they would have made it to college,” says Isabelle Ortega.

Her children, in turn, credit both the program and their parents. While the program shepherded them through unfamiliar and often overwhelming terrain, they couldn’t have made it this far without Mom and Dad, says Sylvia, a junior majoring in human development.

“My dad reminded me of all my deadlines

and my mom helped with (applying for) scholarships. My parents are really, really supportive,” Sylvia says. “I’m proud of them for everything they’ve done for us.”

Programs such as EAOP establish the framework for helping educationally disadvantaged students prepare for college. They provide a host of aid, from motivation and information on college basics to tutoring, academic planning and entrance exam preparation. And they are among the more than 100 outreach programs through which UC Davis partners with schools, teachers and students to create a college-going culture, enhance preparation for university and offer academic enrichment.

Increasingly, UC Davis administrators and outreach workers are finding there is an advantage to intervening early in students’ lives, and families are a critical and necessary foundation. The more that parents understand the value of a college education and learn that it is indeed a realistic option for their own children, the greater the chance of students’ academic success, outreach workers say.

“The students we are working with have traditionally not attended college, so the parents often have misinformation or a lack of information,” explains Dan Roy, manager of School/ University Partnerships at UC Davis. “What we need to do is present a program that shows that college is not only a worthwhile goal, but an attainable one.”

Leading the way in working with younger students and involving their parents are EAOP and two other UC Davis programs — one that shows elementary school students the importance of a college education and the steps to achieve it, and another that provides academic assistance to children of migrant farm workers.

As the efforts take shape, outreach staff members say they’re seeing an increase in parent interest and participation.

“The students we are working with have traditionally not attended college, so the parents often have misinformation or a lack of information,” explains Dan Roy, manager of School/ University Partnerships at UC Davis. “What we need to do is present a program that shows that college is not only a worthwhile goal, but an attainable one.”

Roy and others on the Davis campus are creating new ways to shore up that family foundation. As the efforts take shape, outreach staff members say they’re seeing an increase in parent interest and participation.

ReservationforCollege Such has been the case with Reservation for College, which was launched at UC Davis three years ago to inspire and prepare elementary students for college. The effort is one of many jointly coordinated by School/University Partnerships and the Early Academic Outreach Program. Staff from both offices provide professional development to teachers and plan field trips that draw hundreds of educators and students to campus each year.

“It’s rare for universities to work with elementary schools,” says Roy. “But we realize that in order to expand the pool of potential applicants and ensure that students are UC-eligible, (then) we have to start much earlier.”

Reservation for College works with all fourth-, fifth- and sixth-graders at 14 schools in Sacramento, Stockton and the rural Yolo County town of Woodland. Classroom teachers use a curriculum designed collaboratively with University staff. Lessons explore the connection between life opportunities and education, time management and other necessary college skills, and careers.

UC Davis has endowed the program with $1 million in scholarships for two elementary May 2002

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Alan Lass imagines his calling as a video game engineer at Woodland’s Freeman Elementary School.

schools (Father Keith B. Kenny and Fairbanks, both in low-income Sacramento neighborhoods), provided that their Reservation for College participants ultimately gain admission to UC Davis.

Aubrey-Joseph Hill won’t be eligible for college for another seven years, but the fifth-grader already has his eye on a scholarship. A.J., as he is known, and his older brother, Clayvius, have been involved with Reservation for College since its inception at Kenny Elementary.

Higher education is clearly one of A.J.’s favorite topics. The past two years, he has soaked up all kinds of information about university life. For instance, he predicts that by the time he enrolls at UC Davis, laptop computers will be an outmoded means of note-taking. He’ll likely be shopping instead for a PalmPilot or similar handheld electronic device.

“I know I’m going to have to save up my money not only to get into college, but to get something like that so I can take notes,” A.J. says. “I know the professors only say things once, so you really have to listen.”

A.J. aspires to be a mathematician or a scientist, as well as an artist. Thanks to the Reservation for College curriculum, he also knows now about master’s degrees and doctorates.

“What I’m trying to do is get a Ph.D. because I believe, and my teacher believes, that if you have that

24 U C O U T L O O K

knowledge, there isn’t anything you can’t do,” A.J. says.

Above all, the program has created a focus for the family that might have otherwise been absent, says the boys’ mother, Lana Hill, a single parent who works as a claims analyst for a vision service plan.

A.J. and Clayvius, a seventh-grade student at Kit Carson Middle School, often debate the merits of dormitory vs. off-campus housing, or single vs. double majors.

“Their conversation and everyday focus is toward college. They know that it is an attainable goal for them. ... It’s not like it’s not cool to talk about going,” says their mother. “It’s like, ‘Isn’t everybody going to school?’”

That her sons’ progress in elementary and middle school will “affect their journey to college,” as Hill puts it, is both a given and a motivator in the Hill household. But many families aren’t as attuned to the need for academic planning — or even aware that the cost of a university education is within their grasp.

FamilyLeaders A pilot Family Leadership Institute aims to teach parents otherwise, says Harold Stewart-Carballo, assistant manager for School/University Partnerships. Stewart-Carballo planned to launch the institute and its weekly workshops in May, mainly targeting Latino parents of the 250 Reservation for College students in the Woodland Unified School District.

“I really saw a need to connect not with just the kids, but with the parents,” Stewart-Carballo explains. “The parents are the No. 1 advocates. They’re going to get the kids where they need to be.”

Yet misconceptions and unfamiliarity with the college-going system are all too common. For example, Stewart-Carballo says, most parents he works with don’t realize that a fairly simple task like steering a child toward pre-algebra in middle school can make a world of difference. Doing so, he says, prepares the student for the proper UC-eligible math sequence once in high school.

Similarly, many of the parents Stewart-Carballo has worked with have a tough time believing that a university education can be affordable for their children, especially if the

student fees and other expenses exceed their own take-home pay.

“I tell them that finances should not be an obstacle... and a lot of parents are fairly surprised,” says Stewart-Carballo. The paperwork is sometimes daunting, he explains. “It’s overwhelming to complete the financial aid applications,” he says. “And if you’re not used to divulging information, the system seems a little bit intrusive.”

Family Leadership Institute organizers had such topics in mind when they began drafting the first four-week session. The parent recruits, most of them leaders in their community, had other ideas. Yes, they said, we’d like to learn about college. But for starters, parents said, we need to deal with a more pressing and troubling issue: gangs.

“At first, I was like, ‘Gangs? Well, this isn’t really what we’re going to talk about,’” Stewart-Carballo recalls. “Then I understood that if we really want to engage parents to join us in a dialogue about college, we need to see first where the parents are The parents are the No. 1 advocates.They’re going having challenges and be to get the kids where they need to be. advocates for their kids.”

As a result, experts on gang intervention, men- seventh- through 12th-grade students. The memtoring programs and other community resources bers, in turn, will become part of a Family Action were the main features at the first two leadership Network that will meet twice a year on campus. meetings. The third session was to focus on acade“We want to increase the capacity of parent advomic success and expectations. The fourth week, cates in the community. Then, naturally, those parents parents were to be bussed to UC Davis to tour the become resources to other families,” says Aguilar. campus, learn about financial aid and admission EAOP has also cultivated strong ties to parents requirements and even meet with some Latino fac- from the 19 school districts it serves in Yolo, Sacraulty to learn about their own academic journeys. mento and San Joaquin counties. EAOP has its own toll-free hotline and an e-mail address. It also hosts an annual “Fall Family Gathering” at a Sacramento ParentUniversity Another effort to involve families is also under park. Two hundred families turned out the first year.

This past fall, some 650 families attended the way. UC Davis’s EAOP recently partnered with Sacramento City Unified School District, the third annual gathering, according to Aguilar. The Sacramento Housing and Redevelopment Agency workshops are presented in English, Spanish, and Target for Excellence to host a “parent uni- Hmong, Russian and Vietnamese to reach as many versity” in the Capital City’s low-income Franklin parents as possible.

Villa neighborhood.

The initiative was centered on a nine-week pro- CriticalStage gram with courses for parents that included anger Isabelle Ortega’s children were in middle school management, conflict resolution and understand- when they were matched up with EAOP. The ing the public school system. Participants also summer between eighth and ninth grade, daughter learned the ins and outs of higher education and Sylvia spent a weekend on the UC Davis campus visited UC Davis. and was instantly hooked.

EAOP Director Edward Aguilar says the next “In junior high, you’re kind of embarrassed to do step for EAOP is to create parent advisory boards really well in school,” says Sylvia. “That’s why it was for each of its regions, which serve a total of 6,900 really nice to have that association with (UC) Davis.

Fourth grader Marlena Martinez rises to the occasion in her class at Father Keith B. Kenny Elementary, one of 14 Reservation for College schools in the Sacramento region.

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UC Davis students Rafael and Sylvia Ortega credit their parents and EAOP for helping them get to college.

Zitel Anyeneh discusses a math problem with Kenny teacher Tara Lampkins.

They were so encouraging.”

In high school, Sylvia took part in another EAOP summer activity: the Junior Academic Science Research Achievement Program. She examined heart and lung specimens in the campus labs and observed a dog undergoing brain surgery at the veterinary school. For the budding scientist — who now plans to become a physician’s assistant — it was yet another exciting step toward higher education.

As Sylvia’s graduation from Hiram Johnson High School West neared, however, her mom became concerned.

“I started to fear the fact that I wouldn’t be able to afford it.

I began to backslide in my thinking,” Isabelle says. “Several times, Sylvia had to lift me up. She said, ‘My mentors always told us that as long as we have the grades, the money’s available.’”

That has held true for both Sylvia and her younger brother, Rafael, a freshman studying aeronautical engineering.

One of the best things about EAOP’s approach, says Sacramento High School principal Judy Billingsley, is that it reaches students at a critical stage: adolescence.

“When you begin paying attention to the opposite sex, you have sports and activities, and these can be distractions,” says Billingsley. “With UC Davis on campus, it helps kids stay more focused on the realities.”

That’s particularly important at Sacramento High School, where educators are trying to guide graduates toward CSU-Sacramento and UC Davis.

Currently, the majority who continue with postsecondary studies solely attend Sacramento City College, according to Billingsley.

Bringing high school students to tour the Davis campus is another “great motivational piece,” as Shelia Sidqe sees it. One of EAOP’s regional outreach coordinators, Sidqe and her assistants work with 1,300 high school students in the Sacramento City Unified School District.

26 U C O U T L O O K

MigrantEducation Although UC Davis is only a dozen miles or so from the rural Yolo County town of Winters, it is a world that Jose and Marta Lopez, migrant farmworkers from Jalisco, Mexico, know very little about.

Through the UC Davis Mini-Corps, however, their 11-year-old daughter, Martha Alicia, is gaining some exposure.

The program, part of a broader migrant education effort, provides tutoring and mentoring by college students to as many as 450 elementary and secondary students a year. Martha Alicia, having lived in the United States less than two years, meets regularly with a UC Davis student who is a Mini-Corps tutor.

The two go over vocabulary, draft sentences and work with flash cards, says Martha Alicia, a student at Waggoner Elementary School.

The extra attention is clearly paying off, Marta Lopez believes. Her daughter’s grades have risen this year. She does her homework now with no prodding from her parents. And her English has improved, Marta says.

“I want my kids to get an education,” agrees Jose Lopez, whose own father pulled him out of school in the second grade so he could help support the family.

UC Davis’s Mini-Corps is part of a statewide migrant education program that got its start at CSUChico in the 1970s. Its purpose is twofold: to offer academic support to migrant elementary and high school students, and provide training in classroom instruction to university students. Almost 80 percent of its university participants become teachers.

“It is the Cadillac of teacher education,” says Barbara Merino, a professor in UC Davis’s Division of Education who helped bring the federally funded

program to the Davis campus seven years ago. “The strength of the MiniCorps program is that it actually draws from students who have had similar life experiences. It also provides this tremendous mentoring of students,” Merino adds.

Yolanda Soler has been a MiniCorps worker for two years. The UC Davis student, whose majors are in sociology and Spanish, spends several days a week at Grafton. The campus is in Knights Landing, a

I think this program is giving a lot of parents who didn’t think college was for their kids the sense that,‘Hey, we can do this.’ tiny town along the Sacramento River.

Soler is a kindergarten and first-grade classroom aide at Grafton Elementary School. Her work there, as well as the specialized teacher training she receives through Mini-Corps, has cemented her desire to become a credentialed teacher.

“It’s been a real great learning experience,” says Soler, a fixture in the community, known by parents and students as “Yoli.”

Dave Nevarez, principal of Grafton Elementary, has been pleased to have Soler’s help on the 150student campus. Nevarez himself was a Mini-Corps worker while attending CSU-Chico in the 1970s. He is the son of farmworkers. As many as 40 percent of his young charges at Grafton are migrants.

In many ways, Soler’s presence is as important as the assistance she provides. “Here’s somebody who’s been there, done that, and yet she’s in college,” Nevarez says. “(Mini-Corps tutors) are role models for these young kids.”

As with Reservation for College and EAOP, the Mini-Corps places an emphasis on family relations, explains Rosalinda Martinez, program coordinator.

Each of her tutors is asked to make home visits at least once a month. Such visits allow parents to engage in what she calls “informal but very culturally appropriate” exchanges of information with the tutors.

“My Mini-Corps students always ask, ‘What am I going to say (to parents)?’ But when they get there, they find that the parents do have a lot of questions that nobody has been able to answer for them” about issues such as high school grades and college costs, says Martinez. “It’s a small way, but it is a way that

does help to bridge the school and home situation and impresses on the tutors the importance of reaching out to parents.”

UC Davis student and Mini-Corps worker “Yoli” Soler serves as a sounding board for first graders Damian Rodriguez and Eric Flores at Grafton Elementary School in rural Yolo County.

CollegeBound A strong parent component in student outreach programs “just makes good sense,” agrees Dave Gordon, superintendent of the Elk Grove Unified School District.

The Sacramento County school district, one of the fastest-growing in the nation, set out nearly five years ago to improve the college-bound rates among its graduates. At the time, just under 15 percent of the district’s graduating seniors went off to UC or CSU campuses — 1.5 percentage points lower than the state average, according to Gordon.

Largely through partnerships with the UC and CSU systems, that college-bound rate has nearly doubled to 27 percent. “The numbers tell the story,” says Gordon, whose district has also doubled the number of Reservation for College participants this year to 1,600.

“I think this program is giving a lot of parents who didn’t think college was for their kids the sense that, ‘Hey, we can do this,’” Gordon says. “That’s huge.

And they impart that feeling to their kids.” • Jan Ferris Heenan, a former Sacramento Bee staff writer, lives in Sacramento.

A complete list and descriptions of all UC Davis outreach programs is available on the Web (at sup.ucdavis.edu/page5. html). Every academic field is represented, with particularly strong representation in agricultural, environmental and biological sciences.

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CAMPUS OUTREACH DIRECTORY UC Berkeley GENARO PADILLA

Office of the Vice Chancellor for Undergraduate Affairs 130 California Hall University of California Berkeley, CA 94704 (510) 642-6727 E-mail: gpadilla@uclink4.berkeley.edu

AIMﾃ右 DORR

Dean, Graduate School of Education & Information Science Moore Hall Box 951521 University of California Los Angeles, CA 90095 (310) 825-8308 dorr@gseis.ucla.edu

MARSHA JAEGER

UC Merced

Director, Center for Educational Outreach 2150 Kittredge Street University of California Berkeley, CA 94704 (510) 642-8368 E-mail: mjaeger@uclink2.berkeley.edu

JANE LAWRENCE

UC Davis

ENCARNACION RUIZ

JUDY SAKAKI

Vice Chancellor, Student Affairs One Shields Avenue University of California Davis, CA 95616 (530) 752-6866 E-mail: TBD after 7/1/02 DAN ROY

Manager, School/University Partnerships One Shields Avenue University of California Davis, CA 95616 (530) 752-9931 E-mail: ddroy@ucdavis.edu

UC Irvine JUAN FRANCISCO LARA

Assistant Vice Chancellor, Enrollment Services; Director, Center for Educational Partnerships 600 Administration Bldg.

University of California Irvine, CA 92697 (949) 824-6362 E-mail: jflara@uci.edu

UC Los Angeles CLAUDIA MITCHELL-KERNAN

Interim Vice Chancellor, Student Affairs 2127 Murphy Hall University of California Los Angeles, CA 90095 (310) 825-4383 E-mail: cmkernan@gdnet.ucla.edu

28 U C O U T L O O K

Vice Chancellor, Student Affairs 1170 West Olive Avenue, Suite I University of California Merced, CA 95348 (209) 724-4490 E-mail: jane.lawrence@ucop.edu Director of Admissions UC Center 550 East Shaw Avenue, Suite 105 Fresno, CA 93710 (559) 244-6965 E-mail: encarnacion.ruiz@ucop.edu

UC Riverside JAMES SANDOVAL

Vice Chancellor, Student Affairs 2108 Hinderaker Hall University of California Riverside, CA 92521 (909) 787-5599 E-mail: james.sandoval@ucr.edu PAMELA CLUTE

Executive Director, The Alpha Center College Building South University of California Riverside, CA 92521 (909) 787-5425 E-mail: pamela.clute@ucr.edu

UC San Diego JOSEPH WATSON

Vice Chancellor, Student Affairs 112 Administration Complex, 0015 9500 Gilman Drive University of California, San Diego La Jolla, CA 92093 (858) 534-4370 E-mail: jwwatson@ucsd.edu BUD MEHAN

Director, Office of CREATE 9500 Gilman Drive, Dept 0700 University of California, San Diego La Jolla, CA 92093 (858) 822-2272 E-mail: bmehan@ucsd.edu

UC San Francisco CLIFF ATTKISSON

Associate Vice Chancellor, Student Academic Services 500 Parnassus Avenue, MU 200W University of California San Francisco, CA 94143 (415) 476-9716 E-mail: cliff@saa.ucsf.edu

UC Santa Barbara MICHAEL YOUNG

Vice Chancellor, Student Affairs 5203 Cheadle Hall University of California Santa Barbara, CA 93106 (805) 893-3651 E-mail: young-m@sa.ucsb.edu JOE CASTRO

Executive Director, Campus Outreach Initiative University of California 1501 South Hall Santa Barbara, CA 93106 (805) 893-3105 E-mail: joecastro@coi.ucsb.edu

UC Santa Cruz J. MICHAEL THOMPSON

Associate Vice Chancellor, Outreach, Admissions and Student Academic Services Cook House 1156 High Street University of California Santa Cruz, CA 95064 (831) 459-5453 E-mail: thompson@cats.ucsc.edu CARROL MORAN

Director, Educational Partnership Center 3004 Mission Street, Suite 220 Santa Cruz, CA 95060 (831) 460-3030 E-mail: carrol@cats.ucsc.edu

UC Office of the President WINSTON DOBY

Vice President, Educational Outreach University of California Office of the President 1111 Franklin Street, 7th Floor Oakland, CA 94607 (510) 987-0158 E-mail: winston.doby@ucop.edu

May 2002

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