Highlights of the Fall 1996
ACE Freshman Survey

Introduction

Each year, the American Council on Education (ACE) administers the Freshman Survey to students at a wide variety of colleges and universities. UC Santa Cruz has participated in the survey annually from 1966 to 1992, and biannually since then. UC Santa Cruz is classified by ACE as a highly selective public university, (students in these institutions have an average combined SAT score of 1,100 or more). UCSC's national comparison group of other highly selective public institutions includes all other University of California campuses, the University of Massachusetts at Amherst, the University of North Carolina-Chapel Hill, the University of Michigan, the University of Colorado, and the University of Illinois. The results of the UC Santa Cruz survey are based on 1463 students, 73% of the fall 1996 entering class.

Demographics

Respondents who took the ACE were representative of UCSC new frosh in sex and ethnic composition. Fewer new UCSC respondents reported they were White or African-American, and a greater number reported Native American or Chicano heritage than their national peers. The percentage of frosh-of-color at UCSC has declined since 1994, but UCSC students remained more diverse than students nationally. Over one-third of UCSC frosh came from families where parents had divorced or separated compared to 22% nationally. Political views of UCSC students have moved slightly to the left since 1994. Compared to their national peers, most UCSC frosh describe themselves as liberal, while new frosh nationally are more likely to be 'middle-of-the-road'.

Student Finances

Nationally, the number of students receiving scholarships, financial aid and working during the school year increased since 1994, but UC Santa Cruz students relied more heavily on income from work, scholarships and financial aid than their national peers. In addition, fewer UCSC freshpersons reported receiving student loans of at least $1,500 in 1996 than in 1994.

Percentage of Freshmen Receiving
$1,500 + Financial Support by Source

UCSC National Peers
1994 1996 1994 1996
Family 66 68 74 73
Scholarships or grants
(non-work/study)		 32 31 12 26
Loans 42 29 24 25
Work during school 15 24 5 14

Although the gap between median income levels of UCSC students and their national peers narrowed this year, financing their college education was a major concern for 24% of UCSC frosh compared with only 14% of their national peers.

Median Family Income of Frosh

College Preparation, College Choice and Academic Plans

Entering students at UCSC were more academically prepared in 1996 than in 1994, with 47% having taken at least two years of biology and one-half year of computer science, and 87% having one year of courses in art or music; (up a few percentage points from 1994). UCSC was the first choice of a four-year college for only 59% of entering students, down from 70% in 1994. The most frequent reason for choosing UCSC was the school's good academic reputation, but it was cited by only 35% of Santa Cruz students compared with 69% of the national group. Other factors for choosing UCSC were college size, the financial aid offered and the prospect of getting a good job after graduation. While 82% of all new freshpersons expected to complete a bachelors degree, UCSC students thought it more likely that they would leave school for a while, need extra time to complete their degree, transfer to another college, change their major, and get a job.
Expectations of New Frosh in 1996
UCSC Nat'l
Get job to pay expenses 49% 37%
Change major field 26% 20%
Transfer out 12% 5%
Need extra time for degree 10% 6%
Drop out temporarily 3% 1%

Any of these factors could affect retention and graduation rates, and in fact these rates are now lower than average for the UC campuses. Forty percent of this year's entering class planned to complete a masters degree, up from 34% in 1994, but fewer students intended to earn a doctorate or professional degree than in 1994 (50% vs. 54%). New frosh at UC Santa Cruz were much more interested in studying the arts, humanities, biological sciences or social sciences than their national peers, who favored business, engineering, and professional fields.

Abilities and Activities of Freshpersons

Three-quarters of UC Santa Cruz students rated themselves highly in academic ability, and most gave themselves high marks for understanding of others (72%), cooperation (72%), self-understanding (66%), creativity (66%), and drive to achieve (60%). Nationally, students rated themselves more highly on academic ability and drive to achieve, and lower on understanding and creativity. UCSC students gave themselves lower ratings on leadership, physical and emotional health, mathematical ability, competitiveness, and popularity, and higher marks on spirituality and artistic ability than their national peers. Certain activities and behaviors were also very different among UCSC entering frosh and their national peers. UCSC students were more likely to socialize with an ethnically diverse group of friends, (82% vs. 71%), more likely to play musical instruments (51% vs. 43%) to ask teachers for advice (34% vs. 26%), and to be politically expressive in discussions and demonstrations than their national peers. They were less likely to attend a religious service and more likely to use non-traditional medicine than their comparison group. More UCSC frosh smoked cigarettes (16% vs. 11%) and drank beer, wine or liquor, and fewer exercised regularly (66% vs. 73%) than students nationally. More UCSC students missed classes, and they were more likely to be overwhelmed or depressed than their national peers. This suggests that on average, students who come to UCSC are less traditional, more expressive, artistic and sensitive, and less physically fit than their national comparison group. Particularly troubling is the increased use of cigarettes at UCSC, rising from 12% to 16% over the last two years. Nationally, the rate increased from 8% to 11% during the same period of time.
Career and Life Goals

UCSC Students tended to have altruistic and creative life aspirations compared to their national counterparts, who were more concerned with raising a family and being financially well-off than UCSC students.

Life Goals of UCSC Frosh
UCSC National
Develop philosophy of life 64% 50%
Promote racial understanding 53% 39%
Help cleanup environment 42% 23%
Create artistic works 31% 15%
Write original works 31% 16%
Influence political structure 30% 20%
Achieve in a performing art 22% 13%

Nearly one-quarter of UCSC frosh were undecided on a career choice, compared with 17% of their national peer group. Santa Cruz students choose a wide variety of possible careers, but were less likely to choose health professions, business or administration and law

careers than students in the national comparison group. Instead, UCSC frosh more often cited the visual and performing arts, teaching, scientific research, or social services as likely careers.

Career Choices of UCSC Frosh

Student Satisfaction with Services

Questions specific to UC Santa Cruz were included at the end of the ACE survey. For fall of 1996 students were asked about a variety of aspects of their new environment. Almost all new frosh agreed that faculty were friendly and approachable. Satisfaction was high with the assigned college, the informal social atmosphere, college social activities, and the bus system. Most students felt they had opportunities to meet people with similar interests, and were satisfied with the attention from staff at UCSC. However, over half of respondents who had tried to contact a financial aid counselor were dissatisfied with their accessibility. The helpfulness of faculty advisors with course selection was the second highest area of dissatisfaction for new frosh. Many students using the UCSC's Web site were also dissatisfied with the helpfulness in getting acquainted with the campus, and many frosh also felt unsure how to get a job.
Percentage of Frosh using Service that Agree/Disagree Services are Satisfactory
Agree Disagree
Faculty friendly and approachable 95 5
Informal social res. college atmosphere 88 12
College assignment satisfactory 86 14
Chances to meet those w/ same interests 82 18
No problems with shuttles and buses 82 18
Attention from UCSC staff satisfactory 81 19
College sponsored social activities satisfactory 81 19
Fall Orientation information helpful 77 23
No difficulty with Teleslug 74 26
Financial Aid application timely 63 37
Understand how to find non-work/study job 61 39
Understand how to find work/study job 56 44
Web page helped to acquaint w/ campus 54 46
Faculty advisor help in selecting courses 51 49
Financial Aid counselors accessible 47 53

Contact Kay at 459-4316, or send e-mail to kay@cats.ucsc.edu with questions or comments.

Higher Education Research Institute's
Summary of the Fall 1996 ACE Freshman Survey

The following is a press release from the Higher Education Research Institute at UCLA. A copy of this summary may be found on the World Wide Web (http://www.gseis.ucla.edu/heri/press96.html).

The ACE Freshman Survey

The annual freshman survey, conducted under the continuing sponsorship of the American Council on Education, is the nation's longest-standing and most comprehensive assessment of student attitudes and plans. UCLA has conducted the national freshman survey since 1973. Since its inception in 1966, more than 9 million students at more than 1,500 institutions have participated. This school year's survey included 354,853 students at 709 of the nation's two- and four-year colleges and universities. The data from 251,232 of these students at 494 institutions have been adjusted statistically to be representative of the 1.5 million first-time, full-time students entering college as freshmen last fall.

Here's a sampling of other survey results and major trends since fall 1966:

Volunteerism Among U.S. College Freshmen at All-Time High

Freshmen entering U.S. colleges and universities this past fall are the most community-service-minded class in the 31-year history of UCLA's nationwide survey of college freshmen. The survey of more than 250,000 freshmen shows record numbers of students doing volunteer work and record numbers giving of their time at least an hour each week.

The fall 1996 survey, conducted by the Higher Education Research Institute at UCLA's Graduate School of Education & Information Studies, shows that 71.8 percent of the freshmen questioned did volunteer work during the past year. That compares to 70.3 percent in 1995 and a low of 62 percent in 1989. A record-high 38.4 percent of this year's freshmen spend one or more hours per week volunteering, compared to 37.2 percent in 1995 and a low of 26.6 percent when this question first was asked in 1987.

"Local and national efforts to encourage community service involvement appear to have had an effect as young people today are voluntarily taking action to help others in their communities," said Linda J. Sax, assistant professor of education at UCLA and associate director of the survey. "These trends are especially encouraging given recent studies showing that volunteer work has positive effects on students' personal and academic development."

Student concerns about their financial situations are growing.

In a climate of growing uncertainty about the availability of student aid, a record 33.1 percent of freshmen questioned cite financial assistance as a "very important" reason for selecting their freshman college in 1996. And those going elsewhere because they weren't offered financial aid by their first-choice college reached a high of 5.7 percent, up from 5.2 percent in 1989, when this question last was asked.

"These findings suggest that the failure of federal and state financial aid to keep up with the cost of college is changing the way students pick their colleges," said Alexander W. Astin, UCLA professor of education and director of the survey. "Rather than picking the college that offers the most appropriate program, more students will be making choices on the basis of low cost and the availability of financial aid."

Two-thirds of freshmen are at least somewhat concerned they won't have enough funds to complete college. Increasing numbers expect to work while going to school to help pay college expenses (41.1 percent, compared to 39.5 percent in 1995 and a low of 34.7 percent in 1989). The percentage of freshmen expecting to work full time while in school rose to 6.4 percent from 5.5 percent in 1995 and a low of 3.2 percent when this question first was asked in 1982.

Other recent studies at UCLA's Higher Education Research Institute indicate that working at off-campus jobs increases a student's chances of dropping out of college. "If current financial aid policies are increasing college dropout rates by forcing more students to find off-campus employment," said Astin, "then these policies must certainly be regarded as short-sighted."

Interest in teaching careers is on the rise; interest in business and law is dropping.

Interest in elementary and secondary teaching careers rose again to its highest point in 23 years. Overall, 10.2 percent of freshmen report an interest in teaching, including 13.7 percent of female students and 5.7 percent of men, compared to 9.7 percent in 1995. Medical careers also remain popular, with 6.4 percent of freshmen (6.9 percent of women and 5.8 percent of men) planning to become doctors, matching 1995's high. Interest in business careers hit a 20-year low at 14 percent, compared to the all-time high in 1987 of 24.6 percent. And the number of freshmen planning to become lawyers hit a record low of 3.3 percent compared to a high in 1989 of 5.4 percent.

Political interest remains low even in an election year.

Student interest in keeping up to date with political issues remains weak. Those who consider political awareness a "very important" or "essential" life goal rose slightly during the 1996 election year to 29.4 percent from 28.5 percent in 1995. But this latest number is lower than the previous presidential election year (38.8 percent in 1992) and is dramatically lower than the all-time high of 57.8 percent in 1966. Similarly, although the percentage of freshmen who frequently "discussed politics" during the past year increased slightly during 1996 (16.2 percent compared to 14.8 percent in 1995) it is lower than the 1992 election year (24.6 percent) and far below the all-time high of 29.9 percent in the 1968 election year. The number of students working on a political campaign fell to 6.6 percent this year from 7.6 percent in 1995 and a high of 16.4 percent in 1969.

"Apparently, the 1996 presidential elections did little to rekindle college students' interest in politics," Sax observed.

Political views are changing, with freshmen moving in equal numbers to both conservative and liberal categories after a two-year shift towards the "middle-of-the-road." Those declaring themselves in the middle dropped from 54.3 percent in 1995 to 52.7 percent. Those describing themselves as "liberal" or "far left" increased from 23.8 percent in 1995 to 24.6 percent and those calling themselves "conservative" or "far right" increased from 21.9 percent in 1995 to 22.7 percent this year.

Membership in the political extremes is growing. Those labeling themselves "far left" reached a 26-year high of 2.9 percent and those calling themselves "far right" reached an all-time high of 1.7 percent.

Social attitudes are changing.

Freshman social attitudes show a continued decline in support of sexual and reproductive freedom. Support for keeping abortion legal declined for the fourth straight year to 56.3 percent, compared to a high of 64.9 percent in 1990 and a low of 53.3 percent in 1979. In a similar trend, support has reached an all-time low for the notion that "if two people like each other, it's all right for them to have sex even if they've known each other for a very short time." This year, 41.6 percent agreed with that statement, compared to 42.7 percent in 1995 and a high of 51.9 percent in 1987.

"This latter finding reflects college students' changing attitudes towards sex in an era of increasing consciousness about AIDS and other sexually transmitted diseases," Sax said.

"Grade Inflation" continues.

Freshmen in fall 1996 report higher grades than in any previous freshman survey. A record 31.5 percent report earning "A" averages in high school compared to 28.1 percent in 1995 and a low of 12.5 percent in 1969. Conversely, the number reporting "C" averages or lower dropped to an all-time low of 14.6 percent from 15.5 percent in 1995 and a high of 32.5 percent in 1969.

Students also are taking more college preparatory courses than ever before. Record numbers of students report taking at least three years of math (95.1 percent, up from a low of 83.3 percent when this question first was asked in 1983), two years of foreign language (84.4 percent, compared with a low of 64.2 percent in 1983), and two years of biological science (41.3 percent, compared to a low of 33.1 percent in 1990). Increasing numbers of students also are taking at least two years of physical science (52.6 percent compared to a low of 46.8 percent in 1992) and a half year of computer science (58.3 percent compared to a low of 52.2 percent in 1984).

"These survey results appear to reflect reaction to an increasing societal pressure to go to college in order to get ahead in life," Sax said. "Students are feeling pressured to take more college preparatory courses and high school teachers are feeling pressured to be more lenient in their grading." Despite a more challenging class load, students continue to report a high degree of academic disengagement, with the percentage of freshmen reporting being frequently "bored in class" reaching an all-time high of 35.6 percent (up from 33.9 percent in 1995). A record number also report they occasionally "overslept and missed class or (an) appointment" and the percentage of freshmen reporting spending six or more hours per week studying remains low at 35.7 percent, compared to a high of 43.7 percent in 1987.

Self-confidence and aspirations are on the rise.

Students are thinking more highly than ever of themselves and their capabilities, but researchers caution that this growing self-confidence may not always be substantively based. When asked to compare themselves to the average person their age, more freshmen than ever rate themselves "above average" or in the "highest 10 percent" on academic, writing, public speaking, leadership and artistic abilities. Also on the rise are freshman perceptions of their mathematical ability, intellectual self-confidence and social self-confidence.

"This improved self-concept may be more the result of current self-esteem-raising programs in kindergarten through 12th grade than actual gains in ability," Sax noted. "Nevertheless, healthier self-confidence levels -- no matter the source -- contribute to success in college."

Improved self-concepts parallel students' growing optimism about their academic future. More freshmen than ever estimate that there is a "very good chance" they will "make at least a 'B' average" in college, and record numbers expect to "be elected to an academic honor society." Despite falling retention rates nationwide, a record 66.3 percent of this year's freshmen plan to earn graduate or advanced professional degrees, including an all-time high 38.9 percent aspiring to master's degrees and a record 15.1 percent planning to pursue Ph.D. or Ed.D. degrees.

At the risk of bursting bubbles, survey director Astin noted that "it seems reasonable to assume that these rising academic expectations and educational aspirations are at least partially attributable to 'grade inflation' in high school. Greater 'success' in high school may be leading more students to have high expectations for college and beyond."