• UCSBgauchos twitter avatar
    What a way to start off the season! @UCSBMensSoccer tops No.5 Stanford 1-0 Friday. RECAP >>> http://t.co/gPhjHwqFP0 http://t.co/z7Z90RLG5D
    21 hours 17 min ago
  • UCSBgauchos twitter avatar
    The Gauchos start the 2015 season off in style, hold No. 8 Stanford scoreless to win 1-0. @UCSBMensSoccer first win over Stanford since 2004
    22 hours 27 min ago
  • UCSBgauchos twitter avatar
    Stanford trying desperately to get on the board but UCSB's backline can't be beat. Gauchos lead 1-0 with 5 minutes to go
    22 hours 34 min ago
  • UCSBgauchos twitter avatar
    Ahinga Selemani beats his defender to set up Geoffrey Acheampong beautifully in the box, but the lefty's shot goes wide of the post
    23 hours 36 sec ago
  • UCSBgauchos twitter avatar
    Stanford with a pair of good chances with just under 30 minutes to go but UCSB still finds a way to keep them off the board and lead 1-0
    23 hours 5 min ago
  • UCSBgauchos twitter avatar
    .@UCSBMensSoccer leading No. 8 Stanford 1-0 at the half thanks to a goal by who else, Nick DePuy. Great first half for the Gauchos
    23 hours 34 min ago
  • UCSBgauchos twitter avatar
    GOAL! Seo-In Kim sends a cross far post and Nick DePuy heads it in to put the Gauchos up 1-0 with 3 minutes left in the half
    23 hours 42 min ago
  • UCSBgauchos twitter avatar
    Women's Soccer: San Jose State 1, UC Santa Barbara 1 (Final - 2OT) UCSB, San Jose State Battle to 1-1 Tie http://t.co/KolrGPE4AY
    23 hours 54 min ago
  • UCSBgauchos twitter avatar
    Big save by Vom Steeg to keep the game scoreless! 25 min left in 1st half @UCSBMensSoccer
    1 day 6 min ago
  • UCSBgauchos twitter avatar
    Stanford has the advantage in the run of play through 10 minutes but it's still 0-0. @UCSBMensSoccer
    1 day 15 min ago
  • UCSBgauchos twitter avatar
    WVB: UCSB Opens Season with Back-to-Back Sweeps! #GoGauchos http://t.co/yye1PtugDW
    1 day 43 min ago
  • UCSBgauchos twitter avatar
    Heres UCSB's starting lineup against Stanford: Vom Steeg, Quezada, Strong, Backus, Jome, Espana, Feucht, Murphy, Acheampong, Selemani, DePuy
    1 day 43 min ago
  • UCSBgauchos twitter avatar
    Don't miss @UCSBMensSoccer season opener against Stanford. Kickoff in 10 minutes!
    1 day 51 min ago
  • UCSBgauchos twitter avatar
    @UCSBWomenSoccer ties San Jose St. 1-1 in home season opener behind early goal by Mallory Hromatko
    1 day 1 hour ago
  • UCSBgauchos twitter avatar
    RT @UCSB_Volleyball: Make that two sweeps on opening day! We topped UIW 3-0 and are now 2-0!… https://t.co/iybbM7N1tn
    1 day 1 hour ago

School Programs Help Latinos Achieve, Study Finds

Tuesday, June 2, 1998 - 17:00
Santa Barbara, CA

Intervention programs -- even at the high-school level -- can improve educational achievement among at-risk Latino students in California, and the state should increase funding for such programs, concludes a study by University of California professors.

The four researchers from the Davis, Santa Barbara and San Diego campuses also call for rigorous evaluations of existing programs in their report, "Capturing Latino Students in the Academic Pipeline." The study was funded by the UC Latina/Latino Policy Research Program, administered by the California Policy Seminar in Berkeley.

The professors found three school-based programs, which target different segments of the Latino population, effective in improving the rate of both high-school completion and college attendance among Latino students. Program costs per student ranged from $485 to $792 a year.

The findings are particularly significant, the professors say, because Latinos are the single largest ethnic group in the state's schools, and their educational attainment is far lower than that of other ethnic groups in both the state and the country. "To remain economically competitive in the 21st century, California must improve the educational achievement of its growing number of Latino students," they write.

"All three evaluation findings point to the critical importance of interventions that are consistent, intensive, well-articulated from grade to grade, and provide heavy monitoring of students throughout the secondary years," they note in the report.

One pilot project, known as ALAS (Spanish for "Wings"), targeted, among others, 46 Los Angeles-area middle-school students most at risk of dropping out of high school. Over three years, the program trained and counseled students in problem-solving, provided frequent positive reinforcement, monitored attendance period-by-period, gave frequent teacher feedback to parents and students, instructed parents on how to shape their child's behavior and provided parents with information on relevant community services.

Katherine Larson, a researcher in UC Santa Barbara's Graduate School of Education, and Russell Rumberger, a professor of education on the same campus, found that, in comparison to a control group, program participants had doubled or tripled their success on almost every indication of school performance and engagement measured when they completed grade nine.

Hugh Mehan, associate director of the Center for Research on Educational Equity and Teaching Excellence at UC San Diego, evaluated eight of the 71 San Diego sites of a program, known as AVID, that places capable but previously low-achieving students in regular "college prep" courses and provides support for the transition. Through follow-up interviews with 394 students, he found that participating Mrican American and Latino students -- two major groups underrepresented in college -- enrolled in college in numbers ffiat exceed local and national averages.

Patricia Gandara, a professor of education at UC Davis and director of the Education Policy Center of the Linguistic Minority Research Institute, evaluated the Puente project, which features a specialcollege prep English class in grades nine and 10, college preparatory counseling and a community mentor for participating students in 18 high schools.

Gandara found that the college-going rate of participating students was about double that of the comparison group and approximately three times that of all Hispanic studetits in California. Program students were more likely to stay in school, take and pass more college preparatory courses, and have both higher aspirations and more positive attitudes toward school.

Much of the three programs' successes, the researchers say, was based on two common features:At least one advocate in the school setting took personal responsibility for each participating student, and specially created peer groups reinforced achievement-oriented behavior.

Other elements important to effective intervention programs, the researchers say, include increased time, outside of school hours, to be devoted to the pursuit of academic goals; mixing students to provide both models of academic achievement and access to college-bound curriculum; and sensitivity to the particular circumstances of the participating students and their families.

Note: The complete report is available from the UC Berkeley Chicano/Latino Policy Project at (510) 642-6903.

After reading this article I feel