Strategy:  Enrolling and Graduating Academically Talented and Diverse Undergraduate, Graduate and Professional Students.

Point People:  Judy Sakaki and Winston Ko

Narrative Summary of Third Year Implementation Efforts:

UC Davis and the UC system made it a goal to “seek out and enroll…a student body that demonstrates high academic achievement or exceptional personal talent, and that encompasses the broad diversity of backgrounds that is characteristic of California.”  To successfully graduate these diverse and academically talented individuals, our campus has undertaken the following actions during the 2005-06 academic year.

Efforts to Enroll and Graduate Academically Talented and Diverse Students–
Undergraduates:

• In 2005-06 Undergraduate Admissions implemented a marketing and recruitment plan as part of a campus-wide collaboration, including the following:
• Decision UC Davis yield events in the Los Angeles area and San Diego. Extensive campus participation, including the Chancellor, campus administrators, faculty, staff and students. http://admissions.ucdavis.edu/decision/
• UC Davis Welcome, a campus-based yield event attracting close to 13,000 prospective students and parents. http://admissions.ucdavis.edu/welcome/
• Sponsored campus visits for students from Southern California and the Bay Area.
• Five luncheons to showcase UC Davis to Regents Scholars. 
• Implemented a new marketing message: Learn-Discover-Engage (derived from the UC Davis Vision in our Strategic Plan), and redesigned prospective student publications with language to support this theme.
• Expanded prospect database from 8,000 to 40,000, including out of-state students.
• Campus-wide recruitment planning committee to coordinate recruitment efforts
• The Admissions Website was redesigned with enhancements for parents, counselors and Spanish speakers. http://admissions.ucdavis.edu/
• Statewide high school and community college visits by regional and transfer program advisers and alumni/staff volunteers.
• An aggressive communications plan to increase contact with admitted students, relaying important information at critical times.
• High School Scholars Day in October to encourage high achieving students to apply.

• Faculty in many departments (e.g. Physics) are engaged in recruitment efforts for admitted students to improve our enrollment yield rate.  Undergraduate Admissions provides student information to the departments for faculty to coordinate with their students (e.g. those in the Physics Club) regarding contacts with admitted students.
• Based on language in last year’s budget, UCOP formed a Student Academic Preparation and Educational Partnerships (SAPEP) Accountability Framework, which was developed in collaboration with state governmental leaders. SAPEP’s mission is to work in partnership with K-12, the business sector and community organizations to raise student achievement levels generally and to close achievement gaps.  The SAPEP oversight committee, chaired by Dean Harold Levine of the UC Davis School of Education, produced a report in April for the Legislature documenting the progress of these programs. http://www.universityofcalifornia.edu/news/2006/apr18.html

• In light of the accountability report prepared by Dean Levine and the SAPEP oversight committee, the Legislature rebuffed the Governor’s proposal to eliminate General Fund support for student academic preparation programs at UC.  Rather, the 2006-07 Budget Act provides General Fund support of $19.3 million to UC SAPEP programs, including $2 million for a new transfer initiative. http://www.lao.ca.gov/2006/major_features/major_features_2006.pdf
• At UC Davis the SAPEP Ad Hoc Task Force, chaired by Dean Levine and Vice Chancellor Sakaki, established an accountability framework for academic preparation programs on campus and evaluated needs, funding streams and other challenges in our geographic region.
• Student Affairs obtained a federal TRiO grant for $1.1 million dollars over 5 years, which began in September 2005.  The funds are being used to facilitate student retention and graduation of low-income and disadvantaged individuals.
• Student Affairs researched and developed a proposal for the Admissions and Enrollment Committee to consider whether UC Davis could include membership in a federally recognized American Indian tribe as a plus factor in undergraduate admissions (a narrow exception to Proposition 209 because membership in a federally recognized tribe is a political rather than a racial/ethnic classification).  Student Affairs is collaborating with law faculty and others on campus to continue to bring visibility to this issue.
• The Student Recruitment & Retention Center hosted a “Just Like Me” multicultural reception welcoming newly admitted students and their families.
• UC Davis was recently awarded three Educational Talent Search (ETS) grants from the U.S. Department of Education (the only higher education institution in California to receive three).  The ETS grants totaling $3 million over four years will serve 2,200 UC Davis students in Yolo, Solano, Sacramento, Shasta and Siskiyou counties.  A brand new ETS grant will allow UC Davis to serve 600 students in rural Siskiyou County.
• The Transfer Student Fellows Program (TSFP) is an intensive program for transfer students interested in careers in the biological sciences.  TSFP is sponsored by the UC Davis College of Biological Sciences through grant support from the Howard Hughes Medical Institute and the National Institute of Health. http://biosci.ucdavis.edu/eeop/tsfp.html

Efforts to Enroll and Graduate Academically Talented and Diverse Students–
Graduate and Professional Students:

• Last Spring, King Hall launched a new Pre-Law Boot Camp to extend a wider net to undergraduate students who come from disadvantaged backgrounds or who have shown a commitment to underserved communities.http://www.law.ucdavis.edu/admissions/outreach.shtml
• The University Committee on Affirmative Action and Diversity (UCAAD), which includes UC Davis representatives, issued a report in 2005 at the request of the Academic Senate.  The report evaluates graduate and professional school recruitment, admission and enrollment processes affecting diversity.  The UCAAD report proposes guiding principles for graduate and professional school admissions, including that merit should be assessed in terms of the full range of an applicant’s academic and personal achievements and likely contributions to the discipline, profession and campus community. http://www.universityofcalifornia.edu/senate/underreview/ucaad.grad.edu.report.0205.pdf
• The new Middle East/South Asia Studies Program, which will help to internationalize UC Davis, received a grant of $180,000 from the U.S. Department of Education and the program received a financial commitment three times as large from the Davis campus.  Some of the funds will be devoted to two Fulbright grants, which will supplement the language instruction by bringing graduate students from the Middle East and South Asia to work as paid teaching assistants next year. http://www.news.ucdavis.edu/search/news_detail.lasso?id=7743
• The UC Davis McNair Scholars Program prepares talented undergraduates for doctoral studies through involvement in research, seminars, advising, preparation for the Graduate Record Examination, and other scholarly activities.  Students who participate in the program come from disadvantaged backgrounds, show strong academic potential, and are committed to pursuing the Ph.D. degree. http://mcnair.ucdavis.edu/
• UC Davis MURALS (Mentorships for Undergraduate Research in Agriculture, Letters, and Science) is a pre-graduate opportunity program designed to enrich the research experience of disadvantaged students by pairing them with faculty mentors. http://murals.ucdavis.edu/
• The UC Davis College of Biological Sciences was created in July 2005 from the 35-year-old Division of Biological Sciences, making UC Davis one of the few universities in the country to organize research and teaching in basic biology into a single college.  The college currently has approximately 450 graduate students (and 5,000 undergraduates). http://www.news.ucdavis.edu/search/news_detail.lasso?id=7824
• While UC Davis currently offers a Master of Public Health (MPH) program for health professionals (including medical and veterinary students), the School of Public Health Planning Committee will submit a report in September addressing whether there is sufficient need for a school of public health at UC Davis.  Currently there are four accredited schools of public health in California. http://www.news.ucdavis.edu/search/news_detail.lasso?id=7646

Advances and Ongoing Programs Consistent with Strategy–Undergraduate:

• The Time to Degree Task Force continued its work in 2005-06 to assist and encourage UC Davis students to graduate in a timely manner.  This includes a continuation of the pilot program allowing students to initially enroll in up to 17 units during Pass I of the enrollment process (an increase from previous limits). 
• The Time to Degree Task Force worked with the Academic Senate to substantially revise the campus minimum progress regulation.  Called the “Think 15” campaign, the Task Force worked with various offices to inform the campus community about the revision of the minimum progress regulation through emails to students and advisers, messages during the enrollment process, advising meetings with students, and during orientation activities for new students.  The new regulations were published in the Davis 2005-06 general catalog. http://timetodegree.ucdavis.edu/catalog_text_min_prog.pdf
• The Time to Degree Task Force also conferred with campus constituency groups and various committees examining possible modifications to admissions, financial aid, advising programs, course availability, and summer sessions to help improve our graduation rates.  Efforts were also undertaken to add courses in areas of high enrollment demand. http://timetodegree.ucdavis.edu/
• The UC Davis faculty and administration are collaborating on a new Student Transition and Retention (STAR) Committee, which will examine key factors contributing to student persistence and recommend strategies that will positively impact the rate at which students are retained and persist towards a degree and graduate.
• UC Davis continues to have success enrolling Regents Scholars, and had 180 Regents Scholars enrolled in Fall 2006.
• Freshman Seminars supported both retention and critical thinking.  These seminars emphasize student participation, providing an intense intellectual exchange among students and between student and faculty. http://trc.ucdavis.edu/trc/freshSem/current.html
• The Davis Honors Challenge is an open-application, four-year, campus-wide honors program for highly motivated students who want more challenging course work, closer contacts with faculty and dynamic interactions with similarly motivated peers. http://dhc.ucdavis.edu/html/index.html
• Integrated Studies Honors Program is an invitational, residential program for 114 first-year students.  A key goal of Integrated Studies is to help high-achieving students to integrate knowledge gained from science & engineering, arts & humanities, and social sciences. http://integratedstudies.ucdavis.edu
• UC Davis continues to improve access to summer courses.  Over 9,800 undergraduates enrolled in the 2005 summer sessions, up 6% from 2004 and 26% from 2002.  Credit hours increased 36% between 2002 and 2005.  Nearly 60% of UC Davis seniors enrolled in summer 2005, and this summer there was a 43% increase in enrollment among students eligible for financial aid grants compared to 2004. http://timetodegree.ucdavis.edu/summer_2005_report.pdf
• Two UC Davis undergraduates were recipients of the Goldwater Scholarship, an award given to exceptional, high-achieving students who plan on careers in research.  One of these students also received a Donald A. Strauss Scholarship, an award given to an outstanding junior who is planning to participate in a senior-year community service project. http://www.news.ucdavis.edu/search/news_detail.lasso?id=7737

Advances and Ongoing Programs Consistent with Strategy–Graduate and Professional:

• The UC Davis School of Medicine offers a one-year, comprehensive Postbaccalaureate Study Program designed to assist educationally and/or socio-economically disadvantaged applicants in gaining acceptance to medical school. With major funding by the California Endowment, the ultimate goal is to increase the number of physicians who practice in underserved areas. http://www.ucdmc.ucdavis.edu/ome/postbacc/
• Since 2001 the Law School has offered the King Hall Opportunity Program (KHOP) targeted to recruit disadvantaged undergraduates interested in law school.  KHOP is an intensive law school preparation program requiring both a summer and academic year commitment during students’ junior and senior years. http://www.law.ucdavis.edu/admissions/outreach.shtml
• The College of Engineering annually awards approximately 9 TOPS fellowship awards (Towards Outstanding Postgraduate Students), which are full fellowship stipend and in-state fee remission support packages designed to help programs attract first year Ph.D. students who will increase the quality and diversity of the graduate student body.  Special consideration is given to applicants who have demonstrated significant academic achievement by overcoming barriers such as economic, social or educational disadvantage or who are the first in their family to complete a bachelor’s degree and/or attend graduate school, or those who have participated in tutoring, mentoring or service in outreach programs that are designed to foster the participation of underrepresented students in higher education, particularly in engineering. http://cee.engr.ucdavis.edu/student/gradinfo/GraduateManual.pdf
• Distinguished faculty with national profiles have substantial drawing power in terms of attracting graduate students at UC Davis.  For example, after Mathematical and Physical Sciences brought in faculty who were members of the National Academy of Sciences over the past three years, graduate students increased 32% (and female graduate students increased 45%).
• The UC LEADS (Leadership Excellence through Advanced Degrees) program is designed to identify educationally or economically disadvantaged undergraduates pursuing courses of study in science, mathematics, or engineering who are likely to succeed in graduate school.  This program provides students with educational experiences that prepare them to assume positions of leadership in industry, government, public service, and academia following the completion of a doctoral degree, preferably at UC. http://www.ucop.edu/ucleads/program_overview.htm

Short Statement of Plans for 2006-07:

• The Time to Degree Task Force will make further efforts to create a culture on campus conducive to graduating in four years.
• The new Student Transition and Retention (STAR) Committee will submit a preliminary report with recommendations for retention and transition of students by Spring 2007.
• The campus will be analyzing past experience to improve the breadth and efficiency of recruitment efforts next year.
• UC Davis plans to have a Spring Admissions Open House, so that undergraduates who are admitted (but not committed) to UC Davis can meet with faculty and students in their intended majors to discuss their aspirations.
• The campus will continue to explore ways to improve access for students from the surrounding community, called the 30 Mile Radius Initiative.
• As a result of efforts by Assembly Speaker Fabian Núñez, the 2006-07 budget adds $2 million in new funding to expand community college transfer programs to UC.  The new transfer initiative will focus on community colleges with high numbers of educationally disadvantaged students but historically low transfer rates to UC. http://www.universityofcalifornia.edu/news/2006/jun30.html
• Provost Hinshaw allocated $2.5 million in 2006-07 to reduce by 25% the cost of fees and tuition for graduate student researchers paid with external or non-university funds.  The campus has committed to $34 million in graduate student support for 2006-07. http://www.dateline.ucdavis.edu/dl_detail.lasso?id=8649
• In Graduate Studies, the AGEP (Alliance for Graduate Education and the Professoriate) Advantage Program will offer professional development opportunities for underrepresented students considering academic teaching careers in science, technology, engineering, and mathematics (STEM) fields. http://gradstudies.ucdavis.edu/students/agep.html

Evaluation of Metrics:

Alignment of Demographics of Campus Undergraduate Student Population to Better Reflect the Population of California – Undergraduates

• UC Davis continues to be a gateway of opportunity for Californians from all economic backgrounds.  While comparative data for 2005-06 is not yet available from UCOP, in 2004-05 Davis enrolled 6,913 Pell Grant recipients, nearly as many as the 7,342 Pell Grant students enrolled in the entire Ivy League (Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton and Yale).
• As indicated in the chart below, the percentage of undergraduates receiving Pell Grants at UC Davis (30.4%) is slightly below the average for the UC system (32.9%), but UC Davis has more than double the proportion of Pell Grant recipients as other selective public and private universities like Stanford, Michigan, North Carolina and Wisconsin.

Source: UC Office of the President

• The relatively high degree of social mobility on our campus (i.e., proportion of Pell Grant recipients), in conjunction with a solid graduation rate, is a key reason that UC Davis ranked 17th in the Washington Monthlyranking of top national universities (between Harvard and Northwestern). http://www.washingtonmonthly.com/features/2005/0509.collegeguide.html

• Educating a racially and ethnic diverse workforce is critical to California’s future.  It is estimated that by the class of 2014, 67% of California public high school graduates will be minority students (including about 45% Latino and 16% Asian American).  Whites are estimated to be about 30% of high school graduates in the class of 2014. http://wiche.edu/policy/Knocking/1988-2018/profiles/ca.pdf

• Enrolling substantial proportions of African American, Latino and American Indian students (“underrepresented minorities”) continues to be a challenge at UC Davis and throughout the UC system.  The chart below demonstrates how the proportion of underrepresented minorities narrows at stages in the pipeline to UC in 2004, from 43.5% of California public high school graduates to 23.2% of UC applicants to 18.3% of UC enrolled freshmen.

Source: UC BOARS Inclusiveness Indicators Report (June 2006)

• The chart below displays racial/ethnic data for UC Davis enrolled freshmen in 2005.

Source: UC Davis Office of Undergraduate Admissions

• At UC Davis the percentage of underrepresented minorities in the pool of admitted freshmen (California residents) improved from 13.4% in 2000 to 16.4% in 2006.  However, as reflected in the chart below, UC Davis continues to be below the UC system overall. For all UC campuses combined (unduplicated), the percentage of underrepresented minorities in the pool of admitted freshmen increased from 17.5% in 2000 to 21.7% in 2006.

Source: http://www.ucop.edu/news/factsheets/2006/fall_2006_admissions_table_c.pdf

• At UC Davis, Asian Americans and Pacific Islanders (AAPIs) comprised 44% of the Fall 2005 freshman class and 40% of the overall undergraduate student body. In the Fall 2005 freshman class, three out of five first-generation college students were AAPIs.

Source: UC Davis Office of Undergraduate Admissions

• Women were 55% and men were 45% of UC Davis undergraduates in Fall 2005. http://facts.ucdavis.edu/student_headcount_gender.lasso

• In the 2004, 2005 and 2006 admission cycles, about 9% of California residents admitted to UC Davis as freshmen came from rural communities, which is slightly above the average for the UC system. http://www.ucop.edu/news/factsheets/2006/freshman_admit_profile_2006.pdf

Alignment of Demographics of Campus Undergraduate Student Population to Better Reflect the Population of California – Graduate and Professional Students

• Among UC Davis graduate students, women comprise 55% of Masters students, 49% of Doctoral students who have not yet advanced to candidacy (D1) and 47% of Doctoral students who have advanced to candidacy (D2).  As indicated in the chart below, there is considerable variation in the proportion of women at the larger professional school programs at UC Davis, from a low of 25% at the Graduate School of Management to a high of 82% at the School of Veterinary Medicine.  Overall, women were 50% of UC Davis graduate students in Fall 2005, and 55% of professional school students. http://facts.ucdavis.edu/student_headcount_gender.lasso

Source: http://www.ormp.ucdavis.edu/budget/ipa/inform/index_enrollment.html

• Enrolling underrepresented minorities (African Americans, American Indians and Latinos) in graduate and professional programs continues to be a significant challenge at UC Davis.  The chart below indicates that in 2005, underrepresented minorities comprised 6.6% of Davis graduate students including (4.4% Latino, 1.7% African American and 0.5% American Indian) and 9.0% of Davis professional school students (6.6% Latino, 1.8% African American and 0.6% American Indian).

Source: http://facts.ucdavis.edu/student_headcount_ethnicity.lasso

• While comparative graduate school data for 2005 are not yet available from UCOP, the general pattern since 2000 is that UC Davis enrolled 5-7% underrepresented minorities, compared to an average of 10-11% for all graduate programs in the UC system. http://www.ucop.edu/acadadv/datamgmt/graddata/acadper3.html

Increase the Number of High-Achieving Students Enrolling at UC Davis–Undergraduates

• UC Davis enrolled a total of 314 new and continuing Regents Scholars in 2005-06.  Moreover, 18% of our Regents Scholars came from low-income backgrounds (parental income below $40,000).  UC Davis enrolled 137 new Regents Scholars in Fall 2006.
• The ability of UC Davis to enroll high-achieving students is influenced by our reputation and recruitment efforts vis-à-vis competitor institutions.  UC Davis had a smaller than expected incoming class in the Fall of 2005 due to a variety of factors like “summer melt” (students submitting Statements of Intent to Register but not showing up).  However, even though 2005 was a challenging year in terms of our enrollment yield, the chart below indicates that UC Davis nonetheless did well in head-to-head competition with five of the UC campuses in terms of enrolling more freshmen who were admitted at both UCs.  The overall pattern in 2005 – a net loss versus Berkeley, UCLA and San Diego, but a net gain versus Irvine, Santa Barbara, Santa Cruz and Riverside – has remained stable at least since the late-1990s.

Source: UC Corporate Admissions Data

• In response to requests by the Academic Senate and the Athletics Administrative Advisory Committee, SARI and Student Affairs released an April 2006 study finding that 97.4% of UC Davis student-athletes entering in 2001-2004 satisfied UC academic eligibility criteria, which is equivalent to the 97.8% rate for UC Davis non-athlete students.
  http://www.news.ucdavis.edu/special_reports/ncaa_certification/downloads/2000-04_baseline_data.pdf
• A robust measure of high-achieving students should incorporate not only student characteristics at the time of enrollment (e.g., Regents Scholarships), but longer-range outcomes such as the degree to which UC Davis serves as a feeder institution to graduate and professional school programs.  Alumni surveys from SARI indicate that about two out of every five UC Davis graduates enroll in a postgraduate educational program within a year of graduation (other Davis alumni do so later in their careers).
• The chart below displays the number of medical school and law school applicants in 2004-05 (i.e., for enrollment in Fall 2005) from each UC campus.  A total of 818 UC Davis graduates and seniors applied to U.S. medical and law schools, the fourth-most in the UC system.  Applications to U.S. law schools from UC Davis graduates/seniors increased by 33% between 2000-01 and 2004-05 (greater than the nationwide 24% increase over the same period). http://members.lsacnet.org/

Sources: Law School Admission Council http://members.lsacnet.org/
Association of American Medical Colleges http://www.aamc.org/data/facts/2005/race.htm

• Applicant counts to business schools were not available, but GMAT test-taker data (a decent proxy for ranking applicant volume) reveal a similar pattern, with UC Davis producing 469 graduates/students considering business school, the fourth-most in the UC system. 
• UC Davis’s undergraduates are also making a contribution to the future diversity of the professions.  In 2005, UC Davis produced the third-highest number of Mexican American applicants to U.S. medical schools in the nation (tied with UCSD and Stanford), the seventh highest number of Hispanic applicants, and the sixth highest number of Asian American applicants. http://www.aamc.org/data/facts/2005/race.htm

Increase the Number of High-Achieving Students Enrolling at UC Davis—Graduate and Professional Students

• At the UC Davis School of Law (King Hall), 3,768 applicants vied for the 194 seats in the Fall 2005 entering class.  King Hall offered admission to less than one-quarter of its applicant pool in 2005. http://www.ucop.edu/acadadv/datamgmt/lawmed/lawnos.pdf

• In 2005, 7602 applicants to UC Davis graduate school programs, 2,625 admission offers, and 1,127 new enrollments. http://gradstudies.ucdavis.edu/publications/reports/basic05.htm

• For more details review the section on scholarships and fellowships (immediately below).

 Improvement in Competitiveness of Financial Support Packages with Other Peer Institutions, with Special Emphasis on Scholarships and Fellowships--Undergraduates

Increase in the Number of Prestigious National and International Awards and Fellowships Received by UC Davis Students--Undergraduates

• Overall, undergraduate financial aid in the UC system is based on an “access” model as opposed to a competitiveness model. Pell Grant data (reviewed above) indicates that UC Davis has a high degree of access to low-income students compared to peer institutions.  UC Davis uses the UC Education Financing Model to determine financial aid awards for undergraduates.  The policy looks at four factors to choose the type and amount of aid for each student:
• Cost of attendance;
• Expected Family Contribution (EFC) as assigned by the federal processor based on the FAFSA;
• Federal and state grant eligibility based on the FAFSA;
• Undergraduate Self-Help and Loan Contribution, which is the amount that undergraduates are expected to contribute toward their cost of education at UC Davis. http://registrar.ucdavis.edu/UCDWebCatalog/Fees/financialaid.html 

• Scholarships are awarded to outstanding undergraduates in recognition of their academic achievements, leadership or promise, and are based on the information provided in the UC application for admission.  Most scholarships are merit-based.  About 2,000 scholarships (including those from outside agencies) were awarded on the Davis campus this year. http://financialaid.ucdavis.edu/scholarships/index.html

Improvement in Competitiveness of Financial Support Packages with Other Peer Institutions, with Special Emphasis on Scholarships and Fellowships—Graduate and Professional

Increase in the Number of Prestigious National and International Awards and Fellowships Received by UC Davis Students—Graduate and Professional

• Provost Hinshaw’s efforts led to a 35% increase in graduate student support since 2003-04 — to more than $34 million in 2006-07.  The 2006-07 amount includes a $2.5 million buy-down to reduce the cost of fees and tuition for graduate student researchers paid with external or non-university funds. http://www.dateline.ucdavis.edu/dl_detail.lasso?id=8649

• A June 2006 report by the Competitive Graduate Student Financial Support Advisory Committee, which includes Dean Ko and Vice Chancellor Meyer of UC Davis, found that the UC system’s graduate student support awards are not fully competitive with peer universities (surveys indicate an average shortfall of $2000).  The report indicates that the challenge of graduate student support at UC has been compounded in recent years by the large increases in fees and nonresident tuition. http://www.ucop.edu/sas/sfs/docs/gradcommittee2006.pdf

• UCOP’s latest campus-level Graduate Financial Aid Report (2004-05) indicates that in terms of fellowships and scholarships, UC Davis is below the other UC campuses, as measured by the percent with aid and per capita awards. http://www.ucop.edu/sas/sfs/docs/inv_acadyr_campus_gr_0405.pdf

• However, as UC Davis ORMP observes in its analysis of the issue, total financial support is a more comprehensive and meaningful measure than fellowships and grants. http://www.ormp.ucdavis.edu/budget/ipa/inform/docs/specialreports/graduate_student_support.pdf.  Accordingly, in the UCOP Graduate Financial Aid Report for 2004-05, UC Davis ranks 6th out of the 9 UC campuses in per capita award when combining financial aid, all campus employment and other financial assistance (excluding UC Merced because it had a headcount of only 13).  Moreover, only a few hundred dollars separate the UC campuses ranked 4th (Berkeley) and 7th (UCLA). http://www.ucop.edu/sas/sfs/docs/inv_acadyr_campus_gr_0405.pdf

Increase in Rate of Growth in Overall Recruitment of Graduate Students in Keeping with Systemwide Efforts

• A 2001 report by the Commission on the Growth and Support of Graduate Education, which was appointed by the Chair of the UC Board of Regents and the UC President, set a goal that by 2010, the University of California should increase systemwide graduate student enrollment by at least 11,000, a nearly 50 percent increase. http://www.ucop.edu/services/innovation.pdf

• Graduate student enrollment at UC Davis increased by 29% between Fall 2000 and Fall 2005 (from 3,137 to 4,060).  The increase in graduate students at UC Davis over this period was across-the-board, including California residents, students from other parts of the U.S. and international students. http://facts.ucdavis.edu/student_population_residency_status.lasso

• The UC system as a whole increased graduate student enrollment by 23% between 2000 and 2005 (from 31,335 to 38,575), less than the 29% increase at UC Davis. http://www.cpec.ca.gov/OnLineData/OnLineData.asp

• While in the big picture UC Davis graduate student enrollment increased significantly since 2000, the pace has slowed considerably in the past couple years.  Graduate student enrollment in Fall 2005 (4,060) changed little compared to Fall 2004 (4,027) and Fall 2003 (3,915). http://facts.ucdavis.edu/student_population_residency_status.lasso

• Similarly, in the UC system graduate student enrollments changed little between 2004 (38,018) and 2005 (38,575). http://www.cpec.ca.gov/OnLineData/OnLineData.asp

• At UC Davis, graduate student enrollment in the larger majors (i.e., 100+ students selecting it as their first major) included the following gains between Fall 2000 and Fall 2005:
• Chemistry -- 146 to 166
• Civil & Environmental Engineering – 123 to 152
• Computer Science – 92 to 158
• Education – Credential/Masters students from 73 in 2003 to 106 (no data for 2000)
• Electrical & Computer Engineering – 146 to 169
• English – 90 to 108
• Mechanical & Aeronautical Engineering – 94 to 135
• Physics – 79 to 135
  http://www.ormp.ucdavis.edu/budget/ipa/inform/index_enrollment.html

Reduction in Time-to-Degree for All Student Populations: Undergraduates

• Graduating in four-years continues to be a priority concern for the UC Davis administration and faculty.  Our campus’s four-year graduation rate lags significantly behind the average for the UC system overall (42.7% versus 50.4% for the freshmen class of 2000).  If there is a silver lining, it is that the Davis four-year rate improved by 13.1 percentage points between the entering class of 1993 and the class of 2000, whereas the UC system’s four-year graduation rate improved by 10.6 percentage points. http://timetodegree.ucdavis.edu/UCSC%20Grad%20Rates%203-16-06.pdf

• Graduation rates at UC Davis have increased modestly in recent years.  The incoming freshmen class of 1993 had a 30% graduation rate after four years and a 77% graduation rate after six years.  The 1999 freshmen class had a four-year graduation rate of 42% and a six-year graduation rate of 80%. http://facts.ucdavis.edu/graduation_rates_incoming_freshmen.lasso

• UC Davis awarded 5,735 bachelors degrees in 2004-05, a substantial increase over the 4,610 degrees conferred in 2000-01 (noteworthy because it can be a challenge to simultaneously improve graduation rates and increase enrollments). http://facts.ucdavis.edu/summary_of_degrees_conferred.lasso

• UC Davis student-athletes entering in 2000 had higher five-year graduation rates than other UC Davis undergraduates (85% versus 75%). http://www.news.ucdavis.edu/special_reports/ncaa_certification/downloads/2000-04_baseline_data.pdf

Reduction in Time-to-Degree for All Student Populations: Graduate and Professional

• Doctoral students entering UC Davis in 2002 had a three-year retention rate of 72%. http://gradstudies.ucdavis.edu/publications/reports/retain05.htm

• UC Davis awarded the following graduate and professional school degrees in 2005-06:

• School of Medicine - 93 Doctor of Medicine and 14 Master of Public Health degrees.
• School of Education - 29 doctoral degrees and 95 master's degrees as well as 119 students who have completed studies for teaching credentials.
• Graduate Studies - 312 doctorates and 560 master's degrees.
• School of Veterinary Medicine - 124 Doctor of Veterinary Medicine degrees, 15 Master of Preventive Veterinary Medicine degrees.
• Graduate School of Management – 59 Master of Business Administration degrees from its full-time program and 77 from its Working Professionals program.
• School of Law - 11 Master of Laws degrees and 188 Juris Doctor degrees.
• http://www.news.ucdavis.edu/search/news_detail.lasso?id=7782

.