|
I. Student- centered Programs
Early Academic Outreach Program (EAOP)
The first of the systemwide outreach programs, EAOP began in 1976 and continues to be one of the major UC programs to increase the eligibility and participation rates of underrepresented and disadvantaged students. EAOP serves students in grades 7-12 and provides individual and group activities for students, parents, and schools. The program is operated on all eight UC campuses and currently serves 131 school districts. EAOP began as a junior high school program aimed at encouraging students to take the courses required for University admission. Over time, as the need became apparent, the program expanded to include more components including academic skills development, motivational activities, and parent involvement activities.
EAOP tracks course completion patterns, grade point averages, and UC eligibility status for senior participants. The University reports that in 1995 there were 7,777 EAOP seniors whose eligibility status was known. Of these, 47 percent were eligible for the University. Despite the strong association between program participation and UC eligibility, the current evaluations of EAOP do not provide detailed information about the students served or the specific program activities that might be contributing to high eligibility rates. EAOP does not track students as they pursue their University careers, nor does it attempt to evaluate the effect of the separate components of the program. We do note from the data that there is wide variation among UC campuses in the numbers of EAOP students served. Program staff suggest that there is a need for much greater consistency in data collection and reporting as well as in program implementation.
- It is clear from the program statistics that large numbers of underrepresented students who enter the University have participated in EAOP. The extent to which EAOP serves a recruitment purpose by encouraging students who are already well on their way to becoming UC eligible, and the extent to which it sparks the initial interest and supports the further university-readiness of students who otherwise would not be eligible for UC are not clear.
Mathematics, Engineering and Science Achievement (MESA)
MESA has a long-standing reputation for successfully increasing access to the University for underrepresented students. MESA is a partnership between the University, business and industry, other higher education institutions, and K-12 education to serve disadvantaged and underrepresented students in math-based fields. Services to K-12 students are provided through 20 MESA school-centers. The program has been replicated in numerous other states.
The University reports that 12,000 students in 295 elementary, middle and high schools are currently being served. The most recent CPEC report presents data showing impressive proportions of MESA high school students successfully completing advanced mathematics or physics courses. Data are also presented on grade point averages and college admissions tests for MESA students.
The descriptive results for MESA are striking, but neither conclusive nor definitive. We have no way of knowing how many MESA students might have taken advanced mathematics and science classes without the intervention. We also have no current information about any longer-term benefits to MESA students. The MESA staff told us that they are currently developing a much more sophisticated student tracking system which eventually will allow longitudinal studies of program outcomes instead of only head counts.
The College Readiness Program
The College Readiness Program (CRP) is a middle school program jointly managed by the California State University and the California Department of Education. The idea for CRP was based on the fact that in order to become college-ready, students must take college-level mathematics and English courses beginning in the ninth grade. Successfully completing algebra by the end of the ninth grade is especially critical.
CRP identifies students who are average achievers, and who are in the critical phase of leaving elementary school and entering the middle grades. The essence of the program is to provide a well-timed intervention so that these average-achieving young people from groups with low college-going rates will set high aspirations and get on track in a college-preparatory curriculum by the time they enter high school.
CRP students and their parents receive a range of services. Students are tutored in mathematics and English by CSU students specifically trained for this program. CRP students also receive instruction in thinking and problem-solving skills, campus visits, and other motivational activities. Parents receive information about college opportunities and financial aid.
Evaluation studies of CRP over several years have compared CRP students with students of similar backgrounds. Comparison group students are comprised of students on the waiting list for program participation. The student outcome indicator has been the recommended course placement of students when they enter the ninth grade.e., whether they are recommended for College Track or non-college track courses. CRP has demonstrated success in increasing the numbers of students who are recommended to take College track courses, with results being more significant in mathematics than in English.
Reviews of CRP programs have revealed uneven degrees of program implementation in the 21 participating middle schools. One study demonstrated a relationship between degree of implementation and student results. Currently under way is an expansion of CRP to additional middle schools blending the components of CRP with an adaptation of the Advancement Via Individual Determination (AVID) program model to middle schools. This new phase of CRP will combine the tactically powerful interventions of CRP with the more comprehensive program and professional development provided by AVID.
College Preparation Intervention Program, Maryland
Maryland's College Preparation Intervention Program was a three year pilot program, which had as its goal increasing college enrollment and completion rates among the states disadvantaged youth. Five pilots were established in five regions of the state, serving about 3,450 students from 1989, 1992-93. Each program was required to include local school systems, higher education institutions, parents, business and industry, non-profit organizations, and community groups. Local planning to respond to regional needs was a hallmark of these programs.
The Maryland Institute for Higher Education Policy, contracted to conduct the evaluations, noted that several obstacles limited their ability to draw conclusions about program effectiveness. The program had been discontinued by the time the evaluation began. There had been changes in evaluators, changes in assessment tools, and inconsistent or insufficient data. Since the program ended before participating students graduated from high school, its effectiveness in improving college enrollment was indeterminable. In the two counties with data for participants and non-participants, program participants were more likely to be enrolled in college preparation courses and to have higher aspirations than were non-participants.
BACK | HOME | NEXT
|
|