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For nearly thirty-five years, the University has been at the forefront of the nation’s efforts to develop programs to assist educationally disadvantaged students in gaining access to higher education. Despite unparalleled budget cuts in the current and past fiscal years, the University remains committed to its goal of achieving a diverse student body as well as working with other education segments in helping to close the achievement gap among groups of K-12 students that differ by racial-ethnic backgrounds, geographic regions, and socio-economic status.

In 1995, The Regents adopted SP-1, a resolution that prohibited

consideration of race and ethnicity in admissions. The Regents rescinded SP-1 in May 2001, although Proposition 209 (approved by the voters in 1996) amended the California Constitution to prohibit consideration of race, ethnicity and gender as a preference in employment, education, and contracting. In 1997-98, after the adoption of SP-1 and Proposition 209, the University’s budget for traditional outreach programs was $17.9 million. The total grew to a high of $85 million in 2000-01, but was reduced by

$2 million in 2001-02, by $11.9 million in 2002-03, and by $37.8 million in 2003-04.

These severe cuts are devastating to the University’s outreach programs and necessitate a dramatic restructuring of the University’s services to K-16 students, schools, and communities. In many of the student academic development programs, whole program sites have been eliminated, specific types of services offered at those sites have been discontinued, and fewer K-12 students are being served.

For example, the Early Academic Outreach Program (EAOP) full-service model will be redesigned to include fewer academic courses and fewer program offerings at each grade level; program enrollment targets will be decreased; professional development for EAOP staff statewide will be eliminated; and the program will no longer be able to provide campuses with publications (in English or Spanish) for students, teachers, and schools. EAOP served 80,497 students at more than 600 middle and high schools in 2002-03. In 2003-04, the program is projected to serve 56,000 students enrolled at 420 schools and in 2004-05, 40,000 students at 300 schools. The Mathematics, Engineering, Science Achievement Program (MESA) is preparing to eliminate 8 of its 24 MESA Schools Program (MSP) centers in 2004-05, with a projected loss of service to 9,000 students at 120 middle and high schools. MESA’s "Success Through Collaboration" programs (a

partnership with American Indian education programs, the California Department of Education, tribal governments and communities, industry, and others) will serve an estimated 650 fewer students at 17 middle and high schools in 2003-04. The program will be merged with MSP by 2004-05.

MESA will support only 3 of its 5 MESA Community College Programs in 2003-04 with a loss of service to an estimated 500 students.

The full magnitude of the impact of these severe budget reductions on campus programs remains to be seen. Campuses are still in the process of implementing these reductions. They have scaled back long-term engagements in K-12 schools with which they have partnered for years. Substantial layoffs have already taken place, and more are anticipated for this fiscal year.

Most importantly, however, the budget cuts compromise the University’s ability to provide access to the State’s educationally disadvantaged

students. As the University’s outreach programs gained momentum, they accounted for a substantial share of new UC freshmen, particularly among underrepresented minority groups—35.8% of African American and 46.6% of Latino public high school students who enrolled in UC in Fall 2002 as freshmen had been involved in UC’s outreach programs. These figures are expected to drop as these programs are curtailed.

Budget reductions have also had a damaging impact on the University’s graduate and professional school outreach programs. The very successful summer research internship programs at most campuses are now

accommodating half the students they did in the past (with some campuses planning to discontinue the programs altogether) and the number of UC LEADS Scholars has dropped from 148 to 90.

The University is working strategically to provide as many students and schools with needed support with the resources that it retains, and is increasingly focused on seeking private and other sources of funding to continue key efforts.

Display 1 (next page) shows the changes in State and University funds for systemwide outreach and K-14 improvement programs from 1996-97 to 2003-04. Changes to teacher professional development programs are also displayed.

The University’s outreach programs now include:

§ K-12 academic development programs and activities to help prepare

students, especially those from disadvantaged backgrounds, for the academic demands of higher education;

Display 1

State University

Funds Funds Total

Systemwide K-14 Outreach Programs 1996-97 $ 1.0 $ 2.0 $ 3.0 1997-98 1.0 1.7 2.7 1998-99 33.5 5.0 38.5 1999-00 5.5 1.5 7.0 2000-01 7.5 1.0 8.5 2001-02 (2.0) - (2.0) 2002-03 (11.9) 4.3 (7.6) 2003-04 (37.8) - (37.8) Subtotal $ (3.2) $ 15.5 $ 12.3 K-12 Professional Development Programs 1999-00 $ 11.8 $ - $ 11.8 2000-01 71.3 - 71.3 2001-02 (5.3) - (5.3) 2002-03 (72.1) - (72.1) 2003-04 (15.3) - (15.3) Subtotal $ (9.6) $ - $ (9.6) All Programs 1996-97 $ 1.0 $ 2.0 $ 3.0 1997-98 1.0 1.7 2.7 1998-99 33.5 5.0 38.5 1999-00 17.3 1.5 18.8 2000-01 78.8 1.0 79.8 2001-02 (7.3) - (7.3) 2002-03 (84.0) 4.3 (79.7) 2003-04 (53.1) - (53.1) Total $ (12.8) $ 15.5 $ 2.7 ($ in Millions)

Outreach and K-14 Improvement Programs Changes in State and University Funds

§ P-16 (preschool through university education) Regional Intersegmental

Alliances under development to build local and regional educational partnerships for improving educational achievement in California. The partnerships will draw from all segments in education, the business community, philanthropic groups, and community organizations;

§ Informational outreach and recruitment programs which include

aggressive programs to provide better and more timely information to students, families, teachers, and counselors to improve planning and preparation for college; and

§ Research and evaluation to identify the root causes of educational

disparity and to evaluate the effectiveness of the University’s outreach programs.

The University’s outreach programs also include programs to encourage community college students to transfer to UC as well as efforts to encourage students to enter graduate and professional school programs by identifying future applicants and providing information and preparation at various stages of educational development from high school through the senior year in college.

In addition to significant outreach efforts in the Central Valley, the University is working in close collaboration with other higher education segments to implement college-going initiatives in rural and remote counties of California focused on increasing student application, admission, and

acceptance rates to baccalaureate-granting institutions of higher education, particularly UC.

The University prepares an annual Legislative Report on Educational Outreach each March. That report contains more detail on each individual outreach program.