Summary of the Fall 1994 ACE Freshperson Survey
ABSTRACT
The fall of 1994 marked the 29th annual report of national normative data on the
characteristics of students attending colleges and universities as first-time, full-time freshpersons.
The nationwide survey is a project of the Cooperative Institutional Research Program (CIRP), a
continuing longitudinal study of the American higher education system sponsored by the
American Council on Education (ACE)and the Graduate School of Education and Information
Studies at the University of California, Los Angeles (UCLA). Over 237,777 freshpersons at 461
colleges and universities nationwide who participated in the ACE survey represent the national
norms. The national norms cited in this report are based upon a group of highly selective fouryear universities and colleges. Selectivity is determined on the basis of freshperson class average
SAT scores; four-year colleges with an average of 1100 or higher on the SAT are placed in the
highly selective group.
The main objective of the CIRP is to assess the effects of college on students. The data is
hope to provide a normative profile of freshpersons for individuals engaged in policy studies and
analysis, human resource planning, campus facilities administration, educational research, and
student guidance and counseling.
This report describes the results for UCSC's 1994 fall freshpersons and compares them
with students entering other selective institutions. The results are based upon 1,124 students,
63% of the entering class. The survey identified differences in several areas, including
demographics, high school accomplishments and activities, academic goals, reasons for attending
college, intended major, life and career goals, and political and social attitudes.
This report was prepared by Ophelia Zalamea. Additional copies may be requested from the Institutional Research group
of the Office of Planning and Budget, University of California, Santa Cruz, California 95064 (408-459-2446).
2
Demographics
Survey respondents at UC Santa Cruz were more ethnically diverse than respondents
nationwide. About 63% of Santa Cruz respondents identified themselves as Caucasian compared
with 73% nationally.1 Each year UC Santa Cruz attracts a greater percent of students from
diverse ethnic backgrounds, however Santa Cruz's lead in diversity over peer institutions has
remained constant at about 10% for the last ten years.Compared with their peers, fewer Santa
Cruz students are African American/Black than students nationwide (3% vs. 7%), but more Santa
Cruz students identified their ethnic background as American Indian (4% vs. 1%), Chicano (13%
vs. 3%), Latino (5% vs. 2%), Asian (17% vs. 15%) or Other (7% vs. 3%). Less than one percent
of Santa Cruz respondents were Puerto Rican-American compared with about one percent
nationwide. About 14% of UC Santa Cruz respondents checked more than one ethnic category.
More Santa Cruz students learned English as a second language than students nationally (20% vs.
13%). The entering class of 1994 at UC Santa Cruz has more female than male students (65% vs.
35%), and also survey respondents were 65% women and 35% men. Questioned about their
religious preference, nineteen percent (19%) of Santa Cruz students reported Protestant affiliation
compared to twenty-eight (28%) percent of students nationwide, 19% were Roman Catholics
compared to 31% nationally, fewer were Jewish (6% vs. 9% ) and more had other affiliations
(12% vs. 13%) or no religious affiliation (44% vs. 19%) than students nationally. Because
percentage of men and women and the ethnic composition of UC Santa Cruz students surveyed
differed slightly from the profile of new freshmen for fall of 1994, (Caucasian and Asian students
comprise only 57% and 12% of UC Santa Cruz's entering class) the results of the survey may
differ somewhat from true characteristics of the Santa Cruz freshmen and should be interpreted
with caution. A graphical view of the said different characteristics are presented in Table 1 below.
Table 1
Demographics of UCSC and National Freshpersons
Fall 1994
Sex and Religious Preference
Sex
Male
Female
UCSC
National
35%
47%
65%
53%
Protestant
Affiliation
19%
28%
Religious Preference
Roman
Jewish
Other
No
Catholic
Affiliation Affiliation
19%
6%
12%
44%
31%
9%
13%
19%
Ethnicity
UCSC
National
1
AfricanAmerican
3%
7%
Asian
17%
15%
Ethnicity
American
Chicano
Indian
4%
13%
1%
3%
Percentages are based on students who answered the survey--not on all new freshpersons.
Fall 1994 ACE Results
Latino
5%
2%
Euro
American
63%
73%
3
Although families of Santa Cruz students were similar to the national group in
socioeconomic status, the differences are interesting. The median family income reported by
UCSC students was $54,230 -- $10,289 less than their peers nationally. Figure 1 shows the trend
of median family income for UCSC and national respondents. Thirty-one percent of UC Santa
Cruz respondents reported their parents were separated or divorced as compared with 21% of
peers. Approximately 60% of Santa Cruz student's fathers have a bachelors degree or higher
compared to 65% of peer fathers. More fathers of UC Santa Cruz students have graduate
degrees than nationally (34% vs. 32%). Father's careers differed from national trends in that 9%
fewer fathers of Santa Cruz students were employed in business than fathers nationally (23% vs.
32%). Small differences in other careers compensated for the difference, for instance 3% of Santa
Cruz fathers are Artists/Performers compared to about 1% of the peer group, 9% are teachers or
educational administrators compared with 7% of their peers. Fifty-four percent of mothers of
Santa Cruz students have a college degree or higher compared with 55% nationally. More
mothers of UC Santa Cruz students have graduate degrees than mothers of national peers (23%
vs. 20%). Careers of mothers are similar to their peers nationally, but fewer mothers (25% vs.
27%) of Santa Cruz students work in traditionally female occupations such as elementary school
teaching, clerical, or nursing, and fewer (17% vs. 19%) are full-time homemakers or unemployed.
A greater percentage of mother of Santa Cruz students are employed in non-traditional careers
such as Artists/Performers (5% vs. 2%) and in non-clerical business positions, percentage of
mother of Santa Cruz students is comparable to their peers (14%).
Figure 1
1985 to 1994 UCSC and National Freshpersons Family Income
70000
60000
50000
40000
30000
20000
10000
National
0
1985
1986
Fall 1994 ACE Results
1987
1988
1989
UCSC
1990
1991
1992
1994
4
High School Activities and Academic Preparation
Santa Cruz student's high school activities were similar to their national peer group's
activities. Examples include studying with other students (90% vs. 90%), socializing with friends
(80% vs. 80%), doing volunteer work six hours or more a week (80% vs. 78%),and being active
in student clubs six hours or more per week (16% vs. 16%). However, Santa Cruz students are
less likely to have attended a religious service during the last year (65% vs. 81%), worked six
hours or more per week (45% vs. 53%), and more likely to have discussed politics (30% vs.
22%), visited art gallery or museum (81% vs. 69%) and participated in demonstrations (46% vs.
34%) during the last year than their national peers. Of interest is the 13% decrease in the
numbers of UCSC students discussing politics, down from 47% in 1992 while a 7% increase in
UCSC students doing volunteer works, up from 73% in 1992.
Academically, fewer UCSC students had a high school grade average of "A-" or better
compared with students nationally (38% vs. 56%), although over 93% of students at Santa Cruz
reported a high school grade average of "B" or higher. UCSC students rated themselves about
the same or a little below their peers in academic ability (75% above average vs. 83%), public
speaking (33% vs. 37%), and intellectual self-confidence (57% vs. 64%). More UCSC students
rated themselves highly in writing ability (52% vs. 50%), but lagged behind their peers in selfratings of math ability; only 41% rated themselves above average compared to 52% of the
national group. Ten percent of Santa Cruz students said they would need extra time to earn a
degree compared to 8% of students nationwide. Table 2 shows that UCSC students were similar
to their national peers in college preparatory courses taken. Figure 2 also indicates fewer UCSC
students had two years of courses in Physical Sciences (62% vs. 66%) or one semester of
Computer Science (45% vs. 51%). More UCSC students had taken at least a year of Art and
Music courses than their peers (85% vs. 73%), consistent with the slightly higher self-ratings of
UCSC students in artistic abilities (38% vs. 30% rated themselves above average). UCSC
students reported greater artistic involvement, 52% played a musical instrument vs. 43% of peers.
Table 2
Academic Preparation of UCSC and National Freshpersons
Fall 1985 and Fall 1994
Academic Preparation
English (4years)
Mathematics (3years)
Foreign Language (2years)
Physical Science (2years)
Biological Science (2years)
History/American Gov’t (1year)
Computer Science (1/2year)
Arts and/or Music (1year)
Fall 1994 ACE Results
UCSC
1994
1985
99
98
99
95
99
97
62
63
44
39
99
99
45
55
85
59
National
1994
1985
99
95
99
97
97
88
66
69
44
37
99
99
51
65
73
59
5
Self-Ratings of Personal Characteristics
Students rated themselves on academic ability and other attributes such as health and
social self confidence. Large differences were apparent in ratings of competitiveness, popularity,
math ability, drive to achieve, leadership, emotional and physical health, as shown in Figure 2.
Concerning their physical health, more Santa Cruz students reported they smoked cigarettes (11%
vs. 8%), and fewer reported they spent six or more hours a week exercising or playing sports
(43% vs. 50%) than their peers. Regarding their emotional health, over a third of our campus'
freshpersons reported they had felt overwhelmed within the last year; 37% vs. 27% for students
nationwide. Fifteen percent reported feeling depressed within the last year compared with 9% of
their peers nationally. Comparatively fewer UCSC students rated themselves above average in
popularity (29% vs. 41%), drive to achieve (67% vs. 76%) and competitiveness (38% vs. 61 %)
than the national peer group, although ratings on social self-confidence (44% vs. 49%); and
cooperativeness were about the same (72% vs. 74%). More UCSC students rated themselves
above average in leadership (59% vs. 49%), artistic ability (37% vs. 30%), creativity (62% vs.
55%), understanding of others (80% vs. 73%) and writing skill (52% vs. 50%) than their peers
nationally.
Figure 2
Self Ratings of UCSC and National Freshpersons
Fall 1994
90
80
70
60
50
40
30
20
10
UCSC
Fall 1994 ACE Results
National
Competitive
Popularity
Mathematics
Leadership
Emotional Health
Drive to Acheive
Physical Health
Sensitivity
Intellectual Confi
Academic
Public Speaking
Cooperative
Creativity
Writing
Understand Others
Social Confi
Artistic
0
6
Figure 3
Self Ratings of UCSC Students in 1985 and 1994
90
80
70
60
50
40
30
20
10
1985
Social Confi
Artistic
Drive to Acheive
Emotional Health
Writing
Leadership
Intellectual Confi
Popularity
Mathematics
Academic
0
1994
There has been a significant decline during thestlanine years in the percentage of UCSC
students rating themselves above average in academic ability, (89% in 1985 vs. 75% today), math
ability (52% vs. 41%), popularity (40% vs. 29%), intellectual self confidence (69% vs. 57%),
leadership ability (56% vs. 49%), writing ability (63% vs. 52%), and drive to achieve (71% vs.
67%). Ratings of artistic ability (39% vs. 38%) and social self confidence (47% vs. 44%) have
also slipped, although not as greatly as the other measures. This suggests that our freshpersons
are less self confident and less academically prepared than freshpersons nine years ago.
Nationally, student's self ratings have declined over the past nine years in leadership (60% rated
above average nine years ago vs. 59% today), popularity (50% vs. 41%), emotional health (65%
vs 60%), physical health (66% vs 59%), and social self confidence (51% vs. 49%), but other self
ratings have been fairly stable.
Academic Goals
As in previous years, UCSC students reported different reasons for attending college than
their national peers. They were more interested in receiving a liberal arts education than their
peers nationally, who were more motivated by the practical benefits of an education. Nationally,
Fall 1994 ACE Results
7
more students attended college with the aim of getting a better job (73% vs. 65%) or making
more money (67% vs. 47%); while a greater percentage of UCSC students considered gaining a
general education (79% vs. 66%), becoming a more cultured person (56% vs. 46%), improving
their academic skills (53% vs. 41%), learning more about things (89% vs. 79%), and getting away
from home (32% vs. 23%) as significant reasons for attending college. About the same
proportion of Santa Cruz students as students nationally estimated their chance of completing a
bachelors degree was 'very good' (83% vs. 82%). This proportion has varied from 83% to 87%
percent over the last nine years at UCSC. Ten percent of UCSC students reported the likelihood
of requiring more time to finish a degree, down from 12% two years ago. Nationally, 8% of
students thought they would need extra time to complete a degree last 1992 and this year. Two
percent of UCSC students reported they believed they would stop out temporarily, compared with
1% of their peers. About the same percent of Santa Cruz students planned to continue their
education in graduate or professional school as their peers nationally, (88% vs. 85%), but a larger
percent of Santa Cruz students planned to earn a doctorate (36% vs. 22%) rather than a
professional degree (17% vs. 26%).
College Selection
More than two-thirds of UCSC students listed UC Santa Cruz as their college of first
choice. The criteria which students rated important in selecting a particular college varied from
their peers nationally. Local students were most influenced by the size of the school and the
academic reputation, although no one factor was rated very important by more than 37% of the
students. Nationally, 74% of freshpersons were concerned with academic reputation, and 58%
selected a college because graduates get good jobs. Opportunities for graduates to attend top
schools (24% vs. 45%) or get good jobs (26% vs. 58%) was less influential to UCSC students
than their peers. Social reputation was also not nearly as important to UCSC students as to
students nationally (19% vs. 35%). More UCSC students cited special programs, financial
assistance and proximity to home as important factors in college selection. Financial assistance, (a
topical issue in light of California's state budget and today's economy), was rated very important
by 25% of UCSC students and 19% of students nationally. Fewer UCSC students rated low
tuition as very important in college selection as their peers nationally (15% vs. 32%). About
twenty-two percent of UCSC and national students cited special programs as an important factor
in choosing a college. Only thirteen percent of Santa Cruz students considered proximity to home
an important selection criteria, compared to 11% of their peers. Important reasons cited for
coming to a particular school are listed in Table 3. Two years of data are provided for
comparison for UCSC and their peers trends.
Freshpersons were also asked about their funding for educational expenses. Forty-nine
percent of UCSC students believed they would have to get a job to help pay expenses compared
to 40% of their peers. Thirty percent of our students expected to obtain support from college
work-study grants compared to 12% nationwide.This 11% increase from 1992 is due to the
$3,000 decrease in family median income of UCSC students ($57,400 to $54,230 today). About
the same percentage expected funding from parents or family (85% vs. 87%) and loans (35% vs.
23%). In spite of the 85% parents funding their child’s education, there is still an 11% increase of
Fall 1994 ACE Results
8
our students expected to obtain support from college work study grants suggest that the amount
provided by the parents is not enough. Over half (52%) of UCSC students and students
nationally expressed some concern about financing college, but significantly more Santa Cruz
students said they had major concerns about financing college (28% vs. 16%). Financial reasons
for choosing a college have become more important to our freshpersons than students nine years
ago. In 1985, living near home was considered important to only 8% of our students compared
with 13% today; low tuition was noted by 12% of students compared with the current 15%; and
financial assistance was important to only 10%, while it was marked very important by 25% of
students in the fall of 1994.
Table 3
Reasons cited by UCSC and National Freshpersons for Selecting a College
Fall 1985 and Fall 1994
Creteria for Selecting a College
Academic reputation
Social reputation
Financial assistance
Special programs
Low tuition
Attend top graduate school
Get good jobs
Proximity to home
Size of school
UCSC
1994
1985
35
33
19
17
25
10
22
20
15
12
24
21
26
18
13
8
36
na
National
1994
1985
74
75
35
37
19
11
21
17
32
27
45
35
58
53
11
9
23
na
Intended Major, Career and Life Goals
There were large differences between freshpersons at UCSC and their peers nationwide in
their choice of majors. Santa Cruz students showed a preference for biological sciences (29% vs.
13%), social sciences (23% vs. 11%), arts and humanities (16% vs. 11%), and the physical
sciences (6% vs. 4%). Their peers show greater interests in professional majors (4% vs. 16%)
business (3% vs. 13%) and engineering (3% vs. 11%). About 21% of UCSC students said it was
likely that they would change their majors compared with 19% of freshpersons nationally. More
UCSC students selected probable careers in scientific research (11% vs. 3%), writer/journalist
(4% vs. 3%), art/theater arts (5% vs. 3%), clinical psychologist (4% vs. 2%), conservationist (2%
vs. 1%), high school teacher (5% vs. 4%) or college teacher (2% vs. 1%) compared with their
peers nationally. About 24% of UCSC students were undecided about their probable career,
compared with about 15% nationally.
Fall 1994 ACE Results
9
UC Santa Cruz students also differed from their natio
nal peers in the life goals they rated
very important, as shown in Figure 4. Developing a philosophy of life was the goal most UCSC
students agreed was very important (66% vs. 51% nationally), followed by helping others in
difficulties (65% vs 64%), raising a family (59% vs. 71%) and becoming an authority in own field
(57% vs. 68%). Nationally, most freshpersons considered raising a family and being well off
financially (71%) the most important goal, followed by becoming an authority in own field (68%)
and helping others in difficulties (64%).
Figure 4
Life Goals of UCSC and Students Nationally
Acheive Performing Arts
Create Artistic Works
Community Leader
Theoretical Contrib to Sci
Community Action
National
UCSC
Influence Social Values
Well off Financially
Racial Understanding
Raise Family
Develop Philosophy of Life
0
10
20
30
40
50
60
70
80
Percent of Students Rating Goals as Very Important or Essential
Significantly more UCSC students cared about being involved in environmental cleanup
(49% vs. 27%) than their peers nationally. Local interest in environmental cleanup surged from
41% in 1987, to 51% after the Exxon-Valdez oil spill in Prince William Sound, Alaska in 1989.
Social concern for racial understanding has decline from 59% to 55% among UCSC students over
the past two years, with the passage of Proposition 187, an initiative denying federal funds for
education and health of illegal immigrants. Nationally, interest decreased from 50 % to 43% over
the last two years. Interest in influencing social values of UCSC students is also down 3% from
1992. Compared to their peers, UCSC students placed more emphasis on writing original works
(26% vs. 15%), creating art (25% v. 13%), influencing the political structure (29% vs. 22%), and
Fall 1994 ACE Results
10
making theoretical contributions to science (30% vs. 24%). UCSC students expressed increased
interest in community action; 37% rated this very important compared with 28% of peers.
Political and Social Views
As in past years, students at UCSC continue to hold more liberal views than freshpersons
nationwide; 57% vs. 33% rated themselves as liberal or far left. This was reflected in UCSC
students views on current issues, as shown in Figure 5. UCSC students diverged from students
nationally in expressing greater support for legalized abortion (85% vs. 72%), national health care
(77% vs. 71%), increased taxation of the wealthy (74% vs. 66%), control pollution (94% vs.
86%), and abolish death penalty (36% vs 24%).
Figure 5
UCSC and National Social Views
Control pollution
Control handgun
Legalize abortion
Discourage energy use
National health care plan
Protect consumer
Wealthy pay more taxes
Legalize marijuana
Consensual sex ok
Concern for criminals
Employers drug tests
Prohibit racist speech
Laws violate values
Mandatory test Aids
De-emp college sports
Abolish death penalty
Raise taxes-reduce deficit
Racial discrim problem
Married women home
Prohibit homo relations
0
10
20
30
40
50
UCSC
60
70
80
National
Percent of Students who Agree or Support View
Fall 1994 ACE Results
90
100
11
Striking differences were found in attitudes towards consensual sex (63% vs. 47%), in
support of legalizing marijuana (65% vs. 39%), and de-emphasize college sports (37% vs. 28%).
UCSC students favored consumer protection (74% vs. 68%), discourage energy consumption
(82% vs 77%), and disobey laws that violate values (49% vs 37%) more strongly than students
nationally. UCSC students agreed less strongly than their national peers with conservative ideas
like employers be able to require drug tests (56% vs. 75%), too much concern for criminals (58%
vs. 70%), AIDS testing be mandatory (42% vs. 54%), married women should stay at home (10%
vs. 19%), and homosexual relations be prohibited (8% vs. 20%).
As shown in Figure 6, social attitudes among UCSC freshpersons have become more
liberal in the last decade. The greatest single change has been an increased awareness of the need
for legalization of marijuana, up 23% from 1985. Eighty-five percent of students locally now
support legal abortion, up about 3% in nine years. The percentage of students who believe the
government is not adequately protecting consumers has increased from 61% to 75% of UCSC
students today. Seventy-seven percent of UCSC freshpersons now realizes the need for national
health care plan, an increase of 13% since 1985. Agreement with conservative viewpoint to raise
taxes to reduce deficit declined by 6% to 32% in nine years. The small percentage of students
who favor prohibition of homosexual relations declined by 9% to a record low of 8% in 1994.
Figure 6
Changes in UCSC Social Views
Prohibit homo relations
Married women home
Raise taxes-reduce deficit
Abolish death penalty
Legalize marijuana
Wealthy pay more taxes
Protect consumer
National health care plan
Discourage energy use
Legalize abortion
Control pollution
0
10
20
30
40
50
1994
60
70
80
1985
Percentage of Students who Agree or Support View
Fall 1994 ACE Results
90
100
12
Ratings of UCSC
Each campus is given the opportunity to include elective questions providing additional
insight into the attitudes of the entering freshpersons. Questions unique to UC Santa Cruz
questions focused on the academic and social reputation of the University. Students were asked
to rate the campus as "Excellent", "Very Good", "Better than Average", "Average", or "Below
Average" on a number of institutional characteristics. Table 1 reports the percentage of
respondents who rated Santa Cruz as "Excellent" or "Very Good" on these characteristics. Data
from 1990, 1992 and 1994 are included for comparison.
Table 4
Percent of Student Rating Institutional Characteristics Very Good or Excellent
Institutional Characteristics
1994
1992
1990
Academic (Very Good or Excellent)
Overall reputation
Opportunity for undergraduate research
Individualized instruction
Rigorous academic standards
Offers small classes
58%
62%
59%
53%
67%
47%
56%
62%
66%
51%
57%
43%
61%
64%
64%
64%
59%
53%
Social/Physical (Very Good or Excellent)
Physical setting
Social Environment
Multicultural/multiethnic environment
79%
91%
77%
68%
80%
94%
76%
71%
82%
94%
80%
73%
Table 1 shows the percent of respondents who rated institutional characteristics of the
University highly. The physical setting of the University continued to be the most highly rated
institutional characteristic, followed by the social and cultural environment. The academic
reputation is again up largely because of increasing ratings for rigorous academic standards,
individualized instruction and small class offerings. Overall, the academic environment of the
University was rated highly by 58% of this year's survey respondents, while the social/physical
environment received high ratings by 79% of those responding.
UCSC respondents also rated the institution highly in other areas such as campus size
80%, grading system 74%, character of students enrolled and preparation of students to graduate
schools was rated 70%, career preparation and gradauation rate got a 66% and 61% respectively.
The ACE survey will next be administered again in fall 1996. Thereafter it will be used
every other year, alternating with a locally developed survey designed to provide more specific
information about freshpersons and advanced standing transfer students.
Fall 1994 ACE Results