APPENDIX IV

GUIDELINES AND POLICIES CONCERNING UNDERGRADUATE REQUIREMENT AND ADMISSION OF DISADVANTAGED STUDENTS

1. Responsibilities of UCLA. The University of California has accepted a social responsibility to facilitate admissions of disadvantaged persons by both special programs and recruitment efforts. The need for programs directed toward reducing cultural and economic barriers to admission is based on commitment to equality of access for all qualified persons. There should be no conflict between this commitment and the University's commitment to educational excellence. The social responsibility for such efforts also rests on the distinctive capacities of the University in helping those from disadvantaged backgrounds break the cycle of poverty and under-achievement and on the potential of the University in helping to establish role models for cultural minorities.
   
2. Cooperation with Other Segments of Higher Education. Other segments of public higher education also have social responsibilities in this area. Within the state's tripartite system, the community colleges and the state university system (CSUC) are responsible for more students. Their programs, designed to meet their responsibility, together with their diversity in students, size, and community proximity, make them in some respects better able to handle the special interests and problems of many disadvantaged students. Nevertheless, UCLA must fulfill its own responsibilities toward improved access for disadvantaged persons. For many persons, community colleges and the state university system (CSUC) will provide the best bridge from disadvantaged segments of the community to UCLA. Cooperation with community colleges and campuses of the state university system, to reduce barriers to university access for their students, is an important aspect of the University's responsibility.
   
3. Cooperation with High Schools and Junior High Schools. High school and junior high school teachers, counselors, and administrators may be helpful in identifying the most capable students from disadvantaged backgrounds. The senior and junior high schools must play a major role in preparing disadvantaged students for college and university work. Neglect at early stages by either senior or junior high schools often leads to remedial needs which could have been avoided by better counsel and preparation. Effective cooperation with those responsible for guidance and teaching at both levels needs to be established and sustained. UCLA has a responsibility to provide information and to cooperate in pinpointing barriers to University access which occur in earlier education.

Part II. Policies

1. UCLA should actively recruit qualified students from disadvantaged backgrounds. This recruitment effort must, however, be directed to students intellectually capable of overcoming their disadvantages. It is a disservice to the individuals involved, to the University, and to the community at large to enroll students who cannot complete a program of studies without excessive remedial preparation. Bringing unprepared individuals to the University only leads to failure, frustration, discouragement, and withdrawal or dismissal. This is certainly no way to fulfill the social responsibility of the University in this area. High school GPA as well as performance on standardized tests and recommendations of high school teachers, counselors, and administrators should be taken into account in identifying students capable of completing a program of studies.
   
2. Recruitment programs should search out highly able disadvantaged students at the undergraduate level, should inform them personally of our interest, the programs, and support opportunities at UCLA, and should assist candidates in meeting the complexities of the application process (for admission and for financial support) without lowering of academic standards.
   
3. It is not sufficient for UCLA simply to recruit students with cultural and economic disadvantages. Where necessary, such students must be supported once admitted through special programs of assistance, including specialized counseling, tutoring, and summer programs.
   
4. UCLA should cooperate with other segments of public higher education in programs of recruitment of disadvantaged students at the level of transfer in undergraduate status.
   
5. UCLA should cooperate with high schools and junior high schools serving students with disadvantaged backgrounds in improving their academic programs.
   
6. All programs of recruitment of disadvantaged students must be fully accountable to both the Administration and the Academic Senate. This accountability must include: information on activities, schools, individuals contacted, students enrolled, etc.; information on cooperative programs with other segments of public higher education, high schools and junior high schools; high school GPA, scores on standardized tests, and other measures of previous performance for students admitted; completion rates, persistence rates, and grades received for students; and information on students redirected.
   
7. The Committee on Undergraduate Admissions and Relations with Schools is charged with the continuing responsibility for review of UCLA undergraduate admissions practices--both regular and special--action procedures-to evaluate their conformity with these guidelines and to report each year on the steps taken to implement these policies. [En 11 Apr 78; Am 13 Nov 08]