Director's Corner: Outstanding Performance Amid Alarming Trends

Reports continue to reveal some alarming trends among California students. One is that, as a group, they are failing to perform adequately in math and science. Secondly, the number of graduates in math, science and engineering falls short of meeting industry demands in the state.

California’s math scores for eighth-grade students rank only above Mississippi and Louisiana.1 Barely 40 percent of California students are proficient in math.2 California produces less than 9 percent of the nation’s science and engineering bachelor’s degrees, yet is home for 16 percent of the nation’s high-tech jobs.3 Many prestigious organizations note the need for California to improve math and science success among all its students, including those from groups who historically have been underrepresented in these professions.4

There are international facets to this problem as well. U.S. 12th graders scored at the bottom in math and science, compared to their international counterparts.5 Thirteen countries have higher proportions of college students who major in science and engineering; in 1975, the U.S. ranked third among these countries.6 And China graduates four times as many engineers as the U.S., the European Union graduates three times as many, and South Korea—with one sixth the population—graduates about the same number as the U.S.7

In this context of inadequate academic preparation in math and science and shortages of technology professionals that plague our state and nation, MESA stands out as a national model because of its ability to provide solid student academic preparation in math and science, especially for those who need it the most. Consider: 57 percent of MESA’s high school seniors go on to college in math-based fields.

For three years running, 100 percent of MESA’s community college transfers have gone on to four-year colleges as math, science or engineering majors.

In 2000–01, California MESA students received 74 percent of the engineering baccalaureate degrees awarded to underrepresented students in California. Nationally, close to 12 percent of the underrepresented students who received engineering degrees in 2000–01 were California MESA students.

Over two-thirds of schools involved with MESA are among the most underperforming in the state.8 Within the remaining third of schools, MESA directs its services to the most educationally disadvantaged students.

MESA’s professional development initiatives focus on math and science teachers from underperforming schools so that many educationally disadvantaged students, MESA and non-MESA alike, will benefit from these activities.

MESA remains one of the most cost-effective programs of its kind, costing only $357 per pre-college student annually. MESA uses its $5.2 million base state funding to leverage additional funds, including $4 million from NSF for scholarships.

Given MESA’s success and the increasing need for math-based technology professionals, it’s no wonder that some 200 companies including SBC, HP, ChevronTexaco, PG&E, Sempra Energy, Intel and Boeing have supported MESA for years.

MESA is a major partner in helping to develop the technology professionals that California and its companies need to maintain our competitive edge. Continued public and private investment in MESA today allows California to reap economic benefits in the not-so-distant future.

Michael Aldaco

1. Stephen J. Carroll, Cathy Krop, Jeremy Arkes, Peter A. Morrison and Ann Flanagan, California’s K–12 Public Schools: How Are They Doing?, Rand Corporation, January 2005
2. Department of Education, “2004 Accountability Report, 10/7/04”, quoted in Update from the Governor’s Office, January 5, 2005.
3. Milken Institute, “California’s Position in Technology and Science: A Comparative Benchmarking Assessment”, Milken Institute Report, 2004
4. American Society for Engineering Education, California Council on
Science and Technology, Milken Institute, National Science Board.
5. American Electronics Association, Losing the Competitove
Advantage?, 2005
6. National Science Board Report, Science and Engineering Indicators Report, 2004.
7. American Electronics Association, ibid
8. Based on California Department of Education Academic Performance Index scores for the state’s lowest two quintiles.

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