University of California, Santa Cruz Educational Partnership Center (EPC)

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How can schools and colleges work with businesses and communities to increase college preparation and college participation?

In 1995, the Monterey Bay Educational Consortium, composed of the chief executive officers of the public educational institutions in Santa Cruz, Monterey, and San Benito counties, was formed. The Consortium started out with several different goals but after two years focused on one specific goal: increasing college-going rates in the region. The Consortium laid the groundwork for the UC Santa Cruz Education Partnership Center (EPC) and continues as an important regional policy oversight group. Established in 1998, the EPC coordinates the outreach efforts for University of California, Santa Cruz (UCSC) and is the first point of contact for schools, community colleges, businesses, and community-based organizations interested in creating partnerships with UCSC. Its mission is to "increase the UC-eligible pool of students from low-income and/or traditionally non-college-going families in collaboration with our school, college, business, and community partners."

Together with its partners, the EPC serves a bridging function by building college-bound communities that improve student learning and increase college-going rates among low-income and traditionally non-college-going students. The EPC provides services to designated schools and community colleges in Monterey, San Benito, San Mateo, Santa Clara, and Santa Cruz Counties. It coordinates several summer programs that accept students from throughout the state. In 2000, the EPC provided direct services, including mentoring, academic counseling, tutoring, leadership training, ACT/SAT preparation, academic enrichment, and math training to over 8,300 students.

The EPC is guided by the Chancellor's Educational Partnership Council and representatives from participating partnerships. It includes the following programs: Partnerships with Schools, the Transfer Partnerships Program, six grant-driven partnerships, Upward Bound, and the Early Academic Outreach Program.

This partnership has shifted from a program-driven model to a regional strategic data-driven model. This shift has resulted in definitions of success and identification of expected outcomes for partnerships, individual schools, categories of students, and individual students and families. The partnership also has been able to leverage $10 million in external resources to apply toward its mission. To support this data-driven reform, the EPC has developed an evaluation plan and created a data and planning unit.

Conducting partnership activities under the aegis of the EPC has provided the coordination supports necessary to engage faculty in K-14 activities. Special efforts have also been made to ensure that programs and services remain relevant. There are regular meetings of participants in the various partnership endeavors and continuous dialogue among all parties to ensure that initiatives are needed and understood. This partnership is well organized and subject to constant assessment of all functions.

Notable Results:

• Increased the number of underrepresented students from six partner high schools by 114 percent.
• Increased the number of students in the Early Academic Outreach Program (EAOP) eligible for admission to the University of California by 238 percent.
• The number of transfers from partner community colleges increased by 16.5 percent overall and 49.3 percent for underrepresented students.

Lessons:

• A well-developed research function supports ongoing improvement.
• Open communication assists in keeping initiatives relevant.
• Sustained leadership involvement is essential.
• Data must drive effective reform.