Minutes for July 23, 1997 Meeting

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Members Present: J. Carethers, E. Comisso, P. Drake (Co-Chair), Y. Espiritu, D. Gutierrez, R. Gutierrez, S. Kirkpatrick, D. Magde, K. Martinez, H. Mehan, J. Steindorf (Executive Secretary), M. Walshok, J. Watson, J. Woods Others Present: N. Aguilar, J. Browne, R. Castruita, M. Cole, J. Johnson, M. Kudumu, W. Kudumu, D. Langdon, R. Olson, J. Wilson Members Absent: P. Gourevitch, A. Mansury, A. Marshall, D. Miller, N. Spitzer Direct Intervention Professor Michael Cole provided an overview of the research in comparative human cognition in which he has engaged over the past two decades. Emphasizing the relationship of culture to learning and child development, Cole described a series of field interventions, primarily in Solana Beach (Boys/Girls Clubs, community centers, etc.), entailing the involvement of children in After School Activities designed to enhance the academic preparation of K-sixth grade students. By involving these children in challenging educational/recreational environments, including the use of computers for playing games and teaching problem solving, he noted that participants in these programs typically displayed sustained improvement in classroom activities. The importance of UCSD undergraduates involved in observing and staffing these community based programs, through their enrollment in a course in developmental psychology (i.e., a practicuum in child development), was reviewed. Further, Cole indicated that in Fall 1996, President Atkinson recognized that these San Diego programs might provide a useful model for effecting sustainable improvements in pre- and elementary-school children throughout the State, and earmarked funds to develop similar practicuum classes throughout UC. In addition, in the context of Atkinson's advocacy of intensifying intersegmental cooperation, Cole indicated that collaborations with USD and SDSU are starting-up and anticipated that each institution would be focusing on a specific segment of the local K-12 population of students. In response to questions about the proposed UCSD Charter High School (CHS), Cole noted both associated virtues (it would be well received by the community and would afford a convenient facility for UCSD faculty who might be involved, especially in related research) and, on the other hand, potential weaknesses (especially the variety of problems associated with the removal of children from their community schools). As an alternative, Cole suggested conducting curricula based programs both in the community and on campus - a balanced, reciprocated system whereby UCSD students/faculty would twice weekly (perhaps) work at school sites and community children would twice weekly (perhaps) participate in on-campus programs. Overall, Cole envisioned a coordinated pipeline of involvement from pre-school through high school, that would result in more underserved children enrolling at UCSD. He called for the Task Force to develop a program that will advance germane research, the instruction of undergraduates, and prove useful to the community. Community Leaders and Education Experts Mr. John Johnson, President & CEO of the Urban League Foundation, commended UCSD for its varied outreach efforts, but urged the University to continue to intensify its efforts, and to develop collaborations with the Urban League. He called on UCSD to focus its programs on helping to increase the academic achievement level of underrepresented students. Johnson extended his comments to the political forces that negatively affected the Charter School that operated a few years ago under the aegis of the Foundation, and noted similarities to the public reaction that was elicited when implementation of the proposed UCSD CHS was recently deferred. He noted that many people unfortunately perceived that decision as an indication that UCSD neither cares about nor wants to help improve academic achievement among underserved students. Noting that some members of the community had expressed concern that the proposed CHS might draw some of the best student role models out of the community, Johnson noted that the vast majority supported the vision advanced by Provost Lytle. Supporting the development of a CHS at UCSD, he also stressed the importance of early childhood education and urged consideration of additional community based Charter School efforts that would focus curriculum development (including foreign languages) and research efforts on a population of elementary (or pre-school) students and their families. In response to a question regarding the location of a UCSD CHS, Johnson indicated that the Foundation has not taken a specific position on that issue. Expressing a general preference to engage in outreach in the community through programs targeting younger students, Johnson also asserted that a program at the high school level, especially the one proposed by Provost Lytle, would work well on campus. Dr. Rudy Castruita, Superintendent of Schools, San Diego County Office of Education (SDCOE) distributed a proposal calling for a UCSD/SDCOE Academy for the Teaching Sciences. This partnership would combine UCSD's strengths in research and teacher education programs with SDCOE's staff development infrastructure and access to the 18,000 teachers in the County's 43 school districts. He noted that development of a systemic interaction, including intensification of UCSD's role in teacher training and curriculum development, could help to define the elements that comprise good teaching (and poor teaching) and could simultaneously focus on helping underserved children to reach higher levels of achievement. Mr. Nicholas Aguilar, a trustee/member of the County Board of Education, asked the Task Force to advance recommendations that would enable UCSD to expand its activities in K-12 throughout the County, and not focus its efforts in one program or one high school. Recognizing that efforts need to be concentrated on increasing the performance and eligibility of African American, Latino, and Native American children, he called for the formation of a UCSD Organized Research Unit to coordinate research geared to define superior K-12 educational strategies and practices. Mr. Doug Langdon reviewed SDCOE data describing the characteristics of students who have completed the A-F sequence, including those who have progressed through the AVID - Advancement Via Individual Determination - program which prepares low income, underserved students for college. Langdon noted that although AVID enrolled only about 7% of the African American and Latino 12th-grade students in 1995-96, approximately 25% of the students from these ethnic groups assumed to have completed the A-F sequence (as a result of their enrollment in four year colleges) were AVID graduates. In response to questions from the committee about the potential effects of expanding the AVID program, Langdon predicted that expansion of this program has the potential of greatly increasing the numbers of students who might ultimately enroll at a UC campus. In closing, Aguilar and Castruita again urged the Task Force to give careful consideration to the SDCOE collaboration proposal to build upon each institution's strengths. Dr. John Browne, Director of the Integration Program for the San Diego Unified School District (SDUSD) informed the Task Force that Superintendent Bertha Pendleton had directed him to reiterate SDUSD's unequivocal support for the proposed UCSD CHS. Browne observed that development of the CHS on campus would be symbolically important, especially among members of the African American community. He also asserted that a CHS on campus would inherently motivate aspiring students who might perceive significant value in having an opportunity to study on campus. Given the current Internship, I'm Going to College, and Summerbridge programs that have demonstrated the positive effects that K-12 students derive from being on campus, Browne argued that a CHS on campus would result in important, similarly positive, complementary impacts. Regardless of the nature of the specific recommendations that ultimately advance from the Task Force, Browne stressed the importance of emphatically trying to increase the numbers of underserved students who enroll at UCSD. He encouraged the development of targets and the commitment of adequate funds to achieve the targets. He also suggested adopting performance targets that would apply after enrollment; i.e., increasing the graduation rate of underserved students from 55% to at least 70%. Reflecting on his own prior experience as a member of the TEP staff, Browne noted the importance of increasing the incentives and rewards for faculty who may be inclined to engage in outreach efforts, invited UCSD faculty to work increasingly with the students and teachers in their schools, and noted the need to continue to diversify the faculty. Given the tremendous demographic shifts occurring in California, he argued that the University runs the risk of being perceived as elitist (or racist) if it remains unable to reflect the complexion of the general public. In response to questions, Browne supported the position taken by the Chamber of Commerce that a CHS needs to be developed on campus - he referenced the strong preference expressed by the public and the potential for an on campus CHS to complement other on campus programs for K-12 students. Regarding the alternative possibility of a UCSD Charter School being developed in the community, Browne expressed concern that an off-site venue might be perceived by many UCSD faculty as an inconvenience that might otherwise not impair theie participation in CHS programs. Browne closed by responding to the concern expressed by some faculty that a CHS on campus would have limited generalizable value. He asserted that the extraordinary challenge of improving K-12 education, especially those programs available to underserved children, will impel all educators to continue to seek programs that will effect positive changes; he optimistically predicted that with careful observation and research, aspects of a CHS on campus could be replicated and successfully extended. Further, Browne speculated that with the accelerating movement to hold school and district administrators and teachers accountable for the performance of their students, educators will be increasingly alert to identify and adopt effective innovations into their own programs. Prior to adjourning at 3:45 p.m., the Task Force reached consensus on the merits of holding committee only sessions following completion of its informational gathering phase; it was agreed that beginning with the August 6 session, attendance at meetings to formulate findings and recommendations will be limited only to members of the committee. Prepared by: Jeffrey A. Steindorf Executive Secretary