Table 3

Table 1

Background Characteristics of Fellows in ED 193 and Comparison Fellows

	F	CF
N=350	N=148	N=49
Percent male	28.1	32.6
Percent transfer students	21.1	24.4
Mother’s education
Less than high school	31.5#	24.0#
HSG/GED	20.2#	13.0#
Bus./A.A./Some college	29.2#	21.7#
B.A.	11.2#	19.6#
Some graduate school	3.4#	2.2#
Graduate/Prof. School	4.5#	20.0#
Father’s education
Less than high school	25.0	24.4
HSG/GED	20.5	8.9
Bus./A.A./Some college	25.0	26.7
B.A.	14.8	17.8
Some graduate school	1.1	8.9
Graduate/Prof. school	13.6	13.3
Ethnicity
African American	12.8	21.7
Asian	25.6	8.7
Chicano/Latino	41.9	54.4
Native American Indian	0.0	2.2
Other	14.0	8.7
White	5.8	4.4
Financial aid
Work study	27.0	16.3
Percent receive aid	79.0%	84.0%
Aid received	$14,453	$13,263
Number sources of aid	7.2#	5.9#
Grade point averages
High school GPA	3.89	3.90
Transfer GPA	3.05	3.25
Admit GPA	3.71	3.74
SAT scores
SAT composite	1075	1068
SAT math	564	549
SAT verbal	511	519

Key. The symbols # or * indicate that the two groups are statistically significant at the p=0.01 level.

Table 2

Background and Beliefs of Fellows in ED193 and Comparison Fellows

	F	CF
	N=148	N=49
In high school:
did volunteer work	94.3	90.9
worked for nonprofit	56.1	48.8
in community service organization	78.1	75.0
in religious organization	57.4	50.0
tutored others	58.6	59.5
Since entering UCLA:
did community service/volunteered	88.7	81.82
In last term (spring ‘98):
strong desire to serve community	48.6	49.0
taught others	63.9	66.7
received tutoring	52.8	48.9
saw self as role model	56.9	55.8
considered poor study skills as top barrier to academic achievement	28.4	29.0
Percent who declared major	93.3	84.4
Percent who planned to attend graduate/ professional school	100.0	100.0
No. hours studied per class	7.9*	6.6*
No. hours prepared for lecture	4.3	3.8
No. hours studied in groups	4.0	3.7
No. hours serving community	5.1	5.4
No. hours received tutoring	1.7	1.3
No. graduate/professional students had frequent contact with	2.0	5.8
Several times a week
Complete homework assignments	29.2	47.8
Actively participate in class	60.5	71.7
Beliefs held last term (spring ‘98):
I’m responsible for own learning	52.9	37.8
mostly my responsibility, with help from teachers and parents	35.7	40.0
my teacher and I are responsible	11.4	22.2
mostly teachers are responsible with help from student and parents	0	0
The best way I learn a concept is by:
teaching it to others	47.1	46.7
reading about it multiple times	24.2	20.0
writing about it	12.9	17.8
memorizing it	15.7	15.6

Key. The symbols *, ^, or # indicate that the two groups are statistically significant at the p=0.01 level.

Table 3

Effect of ED193 on Fellows as compared to the Comparison Fellows

	F		CF
	N=68		N=27
	Pre-	Post- Pre-	Pre-					Post- Pre-
Study habits
no. hours studied per class	8.1~	0.1	5.9~					-0.4
no. hours prepared for lecture	4.4	1.0	3.2					0.7
no. hours studied in group	4.2	1.1#		3.0^		0.0#
PALS Frequency Scale	1.6	0.5#	1.5				-0.1#
poor study skills top barrier	57.4	-42.7#	29.6				11.1#
self-rating of PALS skills	2.1	0.3#	2.7				-0.2#
percent received tutoring	52.9	-1.4#			46.2	-9.2#
no. hours received tutoring	3.4	-0.9	2.8					-0.4
no. grad./prof. students have frequent contact with	2.1	0.8#	3.9					2.4#
Beliefs about learning
"Best Way to Learn" scale	3.0	0.6	2.8					0.0
"Responsible for learning"	3.4	0.2	3.2					0.0
Ability to change
desire to improve scale	3.4~	-0.7#	2.9~					-0.3#
academic confidence scale	2.4~	0.4#	2.9~					-0.7#
academic motivation scale	3.6	0.2	3.7					-0.1
Civic responsibility
no. hours devoted to community	5.1	-0.2	6.0					-0.7
percent taught others	67.6	18.6	65.4					1.3
percent serve community in future	100	0.0#	92.3					7.7#

Key. The symbols * or # indicate that the two groups are statistically significant at the p=0.01 level.

Table 4

Grade Point Averages of Fellows in ED193 and Comparison Fellows

	F	CF
N=350	N=148	N=49
Percent male	28.1	32.6
Percent transfer students	21.1	24.4
Grade point averages
high school GPA	3.89	3.90
transfer GPA	3.05	3.25
admit GPA	3.71	3.74
Cumulative GPA prior to ED193	3.14#	3.29#

Key. The symbols * or # indicate that the two groups are statistically significant at the p=0.01 level.

Figure 3.1
Term Grade Point Average Prior to, During, and After ED193 for Fellows, Non-Fellows, and Comparison Fellows

Figure 3.2
Cumulative Grade Point Average Prior to, During, and After ED193 for Fellows, Non-Fellows, and Comparison Fellows

Table 5

Effect of Mentoring High School Students on Fellows

	F
	N=72	N=75	N=35
	Pre-ED193	Pre-SL	Post-SL
Study habits
no. hours studied per class	8.1#	8.3*	7.3#*
no. hours prepared for lecture	4.4	5.4*	3.6*
no. hours studied in group	4.2	5.3*	4.1*
PALS Frequency Scale	1.6	2.1	2.1
Poor study skills top barrier	57.4^	14.7^*	14.7*
Self-rating of PALS skills	2.1	2.5	2.8
Percent received tutoring	52.9#	51.5*	38.5*#
no. hours received tutoring	3.4#	2.5	2.3#
no. grad/prof. students have frequent contact with	2.1	2.9*	1.3*
Beliefs about learning
"Best Way to Learn" scale	3.0	3.6	3.5
"Responsible for Learning"	3.4	3.6	3.7
Ability to change
desire to improve scale	3.4	2.7	2.7
academic confidence scale	2.4	2.8	2.4
academic motivation scale	3.6	3.8	3.8
Serving and teaching
no. hours devoted to comm.	5.1	4.9	6.0
percent taught others	67.6#^	86.2^	92.3#
percent motivated to be role model in community they serve	27.8^	99.0^	100.0
percent serve comm. in the future	100.0	100.0	100.0
no. future volunteer hours a week	------	7.4	6.5
Rosenberg Self-Image Scales
self esteem: high=1,=2; medium=3,=4; low=5,=6	------	1.0	0.7
interpersonal threat: high=3; medium=2; low=1;	------	1.3	1.0
intensity of discussion: high=2; low=1;	------	1.2	1.4

Key. The symbols *, ^, or # indicate that the two groups are statistically significant at the p=0.01 level.

Table 6

Percentage of Undergraduates Seeking Information on Graduate/Professional School Options over the course of 1997/98

	F	CF
	N=119	N=46
Application	70.6*	32.6*
Financial aid/Scholarships	59.7*	26.3*
Campus life	60.5*	45.6*
Specific faculty	45.4*	34.8*
Reputation	65.6*	43.5*
Average time to degree	58.8*	39.1*
Alumnus	37.0*	19.5*

Key. The symbols *, or # indicate that the two groups are statistically significant at the p=0.01 level.

Table 7

Percentage of Undergraduates Planning to Take Standardized Tests

	F	CF
	N=119	N=49
LSAT	22.7	18.4
GRE	36.0	32.7
MCAT	16.8#	8.2#
CBEST	13.4#	3.3#
GMAT	3.4	2.0

Key. The symbols *, ^, or # indicate that the two groups are statistically significant at the p=0.01 level.

Table 8

Background Characteristics of Scholars and Comparison Scholars

N=961	Scholars	Comparison scholars
N=961	N=443	N=518
Percent male	40.73	42.19
Mothers’ education
Less than high school	56.45	58.90
HSG/GED	18.12	12.94
Bus./A.A./Some college	18.12	20.71
B.A.	3.14	2.91
Some graduate school	1.39	1.29
Grad./prof. school	2.79	3.24
Fathers’ education
Less than high school	57.46	59.30
HSG/GED	17.54	15.09
Bus./A.A./Some college	17.91	16.14
B.A.	3.73	3.51
Some graduate school	.75	2.81
Grad./Prof. school	2.61	3.16
Ethnicity
African American	17.89	15.36
Asian	2.56	0.90
Chicano/Latino	74.12	75.00
Native American Indian	0	0
Other	3.51	3.92
White	1.92	4.82

Table 9

Background and Beliefs of Scholars and Comparison Scholars

	Scholars	Comparison scholars
Since entering high school
Did volunteer work	38.70	35.86
Worked for nonprofit	17.71	17.61
In community service org	22.65	22.26
In religious organization	29.97	26.91
Tutored others	48.30	38.44
Did comm. service/Volunteered	37.29	37.38
In last term (spring 1998)
Strong desire to serve community	33.0	27.5
Taught others	68.71*	54.57*
Received tutoring	29.59*	17.67*
Saw self as role model	48.17	43.08
Poor study skills as top barrier	28.29	24.46
% know their major for college	76.35	74.14
% who plan to attend college immediately after high school	92.36	90.34
no. hours studied per class	7.91	7.39
no. hours prepared for lecture	5.77	5.26
no. hours studied in groups	6.03	5.19
no. hours serving community	5.94	4.97
no. hours received tutoring	2.49	2.31
no. college students had frequent contact with	2.23	2.17
% considered self a role model	75.00	67.23
	Percent said several times a week
Complete homework assignments	94.55	91.46
Actively participate in class	60.70	59.82
Beliefs held last term (spring 1998)
I’m responsible for own learning	4.50	4.00
Mostly my responsibility with help from teachers and parents	30.55	24.92
My teacher and I are responsible	52.41	52.62
Mostly teachers are responsible with help from student and parents	12.54	18.46
The best way I learn a concept is:
teaching it to others	21.29	17.13
reading about it multiple times	30.65	33.33
writing about it	34.84	36.09
memorizing it	13.23	13.15

Key. The symbol * indicates a level of statistical significance of p=0.01 effects of CBOP services on scholars compared to comparison scholars

Table 10

Effect of CBOP Services on Scholars Compared to Comparison Scholar Trends

	Scholars		Comparison Scholars
	N=282		N=271
	Pre-	Post-/Pre-		Pre-	Post-/Pre-
Study habits
no. hours studied per class	7.8	-0.80		7.3	-0.74
no. hours prepared for lecture	5.8	-0.43		5.3	0.03
no. hours studied in group	2.6	-0.03		2.2	0.26
PALS Frequency Scale	1.8	0.04		1.7	0.01
Poor study skills top barrier	28.3	-1.70*		24.5	0.80*
Self-rating of PALS skills	1.9	-0.23		1.7	-0.34
Percent received tutoring	29.6^	2.70*		17.7^	-6.70*
no. hours received tutoring	2.5	0.51		2.3	0.93
no. college students have frequent contact with	2.2	2.15*		2.2	0.78*
Beliefs about learning
"Best Way to Learn" scale	1.9	0.28		1.9	0.18
Responsible for learning	3.4	0.02		3.4	-0.8
Ability to Change
Desire to improve scale	3.1	-0.08		3.0	0.02
Academic confidence scale	2.6	-0.04		2.6	-0.08
Academic motivation scale	2.8	-0.02		2.7	-0.03
Civic responsibility
no. hours devoted to community	5.9	-0.94		5.0	0.25
Percent serve comm. In future	88.4	2.90*		87.6	-3.70*

KEY: The symbols *, ^, or # indicate that the two groups are statistically significant at the p=0.01 level.