 Enrollment of non-California students at UC Santa Barbara is already below Board of Regents' new 18-percent limit
With 12 percent of its students from outside of California, UC Santa Barbara doesn’t consider the newly mandated 18-percent out-of-state enrollment cap to be an issue. Heeding pressure from state officials and many Californians, the University of California has agreed to cap its enrollment of out-of-state students beginning with the 2018-2019 school year, a move UC Santa Barbara says will not be an issue for the campus. Many UC System campus officials say enrolling students from outside California and the United States increases diversity and boosts revenue with those students’ extra $27,000 in tuition. On the other side, a recent audit concluded that the gradually increasing acceptance of out-of-state students squeezes out Californians. Last Thursday, the Board of Regents approved the very first such cap for undergraduates, with the UCs at Santa Barbara, Davis, Merced, Riverside and Santa Cruz limited to 18 percent non-Californians. Berkeley, Irvine, UCLA and San Diego — already above that threshold — are capped at their respective out-of-state enrollments for the 2017-2018 year. Across the nine campuses, the average out-of-state rate is 16.5 percent. This past fall, the University of California enrolled 7,500 more undergraduates than the previous fall. According to UCSB, 88 percent of its more than 20,000 undergrads are from California. “It’s not an issue for us at all,” UCSB spokeswoman Andrea Estrada told Noozhawk. With its out-of-state rate still 6 percent below the new ceiling, she said the campus won’t be affected, and is focused on recruiting California students. Per its 2010 Long Range Development Plan, the university is working on a 1-percent enrollment increase each year to 2025, when it plans to have a maximum of 25,000 students. UCSB says that growth rate resembles that of the Santa Barbara area. To accommodate all the new Gauchos, UCSB has been feverishly constructing new dorms and apartments along Storke Road and the western end of El Colegio Road. It has also bought up large apartment complexes in neighboring Isla Vista. In March, the regents delayed voting on a systemwide cap of 20 percent. That same month, a state audit concluded that the number of non-Californians the UC system was enrolling hurt state residents, squeezing them out of the state’s top tier of public higher education. Data from the audit showed that since 2011, California applicants and admittance began to flatten out, while the number of prospective and admitted out-of-state students grew. Earlier this year, regents also approved the first tuition hike in six years: a 2.5-percent increase set to take effect the coming school year. The enrollment and tuition actions come amid heightened scrutiny of the university system. Another recent audit found that the UC Office of the President did not disclose a $175 million surplus and paid unusually high salaries. As enrollment at Santa Barbara’s UC grows, that of its community college has contracted. Santa Barbara City College, notable for its high number of out-of-area students, cannot set a limit on the number of students from other states, but does charge them higher fees. Its board has set a 1,500-student cap on international enrollees, which it reviews annually. The college has witnessed its student body shrink some over the last several years, to 13,165 last fall from 16,180 in 2009. In-district students — those from Carpinteria to the Gaviota coast — have dropped 16.4 percent in that time, while the number of out-of-district Californians has decreased 15.8 percent. Out-of-state and international enrollment have increased roughly by those margins since 2009. SBCC spokeswoman Luz Reyes-Martin said the college doesn’t know exactly why it’s experiencing the decline, but suspects it’s a combination of SBCC’s geographic isolation, the area’s high cost of living and low rental housing vacancy rate, and more spots opening up in the UC and Cal State University systems. Reyes-Martin said the college has an “excellent ‘capture rate’” of local high school students, and that it’s heard from area high schools that their own enrollment is flat or declining slightly. Local students make up about 46 percent of SBCC’s headcount, according to the college. Coupled with all other California students, that number jumps to 87 percent. “Although our enrollment has declined, we are not attempting to increase our enrollment,” she told Noozhawk in an email. “We are focused on stabilizing the decline and evaluating our course offerings to meet the needs of local students.”
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The University of California Board of Regents approved a policy on nonresident undergraduate enrollment last week which will reserve more spots for California students at nine campuses. The first of its kind policy at UC schools will cap nonresident enrollment at 18 percent at five campuses where 15 percent or fewer of the undergraduates were out-of-state or international students fall 2016. Enrollment will be capped at 2017-18 levels at Berkeley, Irvine, Los Angeles and San Diego, where 19 percent or more of the undergrad population were from outside of California. Systemwide, almost 17 percent of undergraduates were not California residents. UCSD had almost 6,500 nonresident undergraduates according to fall 2016 enrollment numbers, almost a quarter of all undergrads. Almost 80 percent were international students, the largest population in the UC system. Since 2012, out-of-state and international students at UCSD have made up 12 percent or more of the undergrad population.  UCSD had almost 6,500 nonresident undergraduates according to fall 2016 enrollment numbers, almost a quarter of all undergrads. Almost 80 percent were international students, the largest population in the UC system. Since 2012, out-of-state and international students at UCSD have made up 12 percent or more of the undergrad population. The newly adopted policy means the system will receive $18.5 million from the state to support the enrollment of an additional 2,500 California undergraduates. “Our new nonresident enrollment policy strikes the right balance between UC’s continued commitment to putting California students first and the significant benefits that out-of-state and international students provide the university,” said UC President Janet Napolitano.  UC Office of the President
Thursday, May 18, 2017 The University of California Board of Regents today (May 18) approved a policy on nonresident undergraduate enrollment that reaffirms UC’s historic commitment to California residents by limiting the proportion of out-of-state and international students at its nine undergraduate campuses. Under the policy, the first of its kind at UC, nonresident enrollment will be capped at 18 percent at five UC campuses. At the other four campuses where the proportion of nonresidents exceeds 18 percent — UC Berkeley, UC Irvine, UCLA and UC San Diego — nonresident enrollment will be capped at the proportion that each campus enrolls in the 2017–18 academic year. “Our new nonresident enrollment policy strikes the right balance between UC’s continued commitment to putting California students first and the significant benefits that out-of-state and international students provide the university,” said UC President Janet Napolitano. “This policy represents a broad consensus achieved after extensive consultation with regents, legislators and other stakeholders.” The state’s Budget Act of 2016 called for the UC Board of Regents to adopt a policy limiting the number of undergraduate nonresidents as a condition for receiving $18.5 million to support the enrollment of an additional 2,500 California resident undergraduates in the upcoming academic year. UC is not only on track to enroll an additional 2,500 Californians this fall, but through an agreement with the state, it enrolled more than 7,400 additional California residents in fall 2016, the largest year-to-year jump in California resident enrollment since the end of World War II. UC’s strong focus on serving in-state undergraduates is unique among many top-ranked public institutions. UC nonresident undergraduate students currently make up about 16.5 percent of total undergraduates systemwide, compared with an average of 27.9 percent for the public institutions in the Association of American Universities (AAU). In fact, all UC campuses enroll less than one-quarter of their undergraduates from outside California — well below the average proportion of nonresident enrollment for public AAU institutions. “True to the university’s mission, our nonresident enrollment policy underscores our unwavering commitment to the students of the state under the California Master Plan for Higher Education by offering a place on at least one of our campuses to every California applicant who meets UC’s requirements for admission,” Napolitano said. “It also reaffirms our pledge that nonresident students will be enrolled only in addition to, and never in place of, Californians.” The newly adopted policy also calls for the UC Board of Regents to review the nonresident policy in at least four years. Periodic review of the policy will allow the regents to assess its efficacy in maintaining and enhancing the educational experience and access of California students. If you don't meet UC's minimum requirements, you may be considered for admission to UC if you earn high scores on the ACT with Writing or SAT and two SAT Subject Tests.
In general, this method of consideration is designed for students who have been unable to meet the regular subject requirements and/or earn a high school diploma because of unique circumstances, such as non-traditional education or long-term illness. To be considered, you must take either the ACT with Writing or the SAT, as well as two SAT Subject Tests. You must earn a minimum UC Score total — calculated according to the instructions below — of 410 (425 for nonresidents). In addition, you must achieve a minimum UC score of 63 on each component of the exams. You may not use a SAT Subject Test to meet these requirements if they have completed a transferable college course with a grade of C or better in that subject. How to convert your test scores to UC Scores: If you took the SAT Reasoning Test (prior to March 2016):
If you took the SAT with Essay exam (starting March 2016)
If you took the ACT Plus Writing:
While SAT Subject Tests are not required, some campuses recommend that freshman applicants interested in competitive majors take the tests to demonstrate subject proficiency. Recommendations for fall 2017 applicants Remember, these are recommendations, not mandates. You will not be penalized for failing to take the SAT Subject Tests. On the other hand, submission of these test scores (just like submission of AP and/or IB scores) may add positively to the review of your application. Berkeley College of Chemistry and College of Engineering: Math Level 2 and a science test (Biology E/M, Chemistry, or Physics) closely related to the applicant's intended major. Davis Not recommended for any area. Irvine Claire Trevor School of the Arts: recommends that freshman applicants take any SAT Subject Tests that will demonstrate the student’s strengths. Henry Samueli School of Engineering (including the joint Computer Science and Engineering major): Math Level 2 and a science test (Biology E/M, Chemistry, or Physics) closely related to the applicant's intended major. Department of Pharmaceutical Sciences: Biology M, Chemistry, and/or Math Level 2. School of Physical Sciences: Math Level 2. Program in Public Health Sciences: Biology E, Biology M, and/or Chemistry. Program in Public Health Policy: Biology E, Biology M, and/or World History. Los Angeles Henry Samueli School of Engineering and Applied Science: Math Level 2 and a science test (Biology E/M, Chemistry, or Physics) closely related to the applicant's intended major. Merced No recommendation at this time. Riverside College of Natural and Agricultural Sciences and Bourns College of Engineering: Math 2 and Chemistry or Physics, for all majors San Diego Jacobs School of Engineering and biological or physical sciences majors: Math Level 2 and a science test (Biology E/M, Chemistry, or Physics) closely related to the applicant’s intended major. Santa Barbara College of Engineering: Math Level 2 College of Creative Studies:
Santa Cruz Not recommended for any area. Submission deadline Freshman applicants for fall 2017 must arrange to have official score reports sent to us by December 2016. If you plan to take an exam December, indicate the planned test date on your admission application. And don't worry — if you report your scores to one campus, they will be shared with every campus to which you've applied. Pick the 4 Best UC Personal Insight Questions for YOU!
If you’re applying to any of the University of California schools, you need to write four short essays. To start, read through all eight of the Personal Insight Questions you have to choose from. (Find specific ideas and strategies for each of the 8 new Personal Insight Questions at the bottom of this post!) The goal is to write four short essays that as a whole will provide the UC admissions deciders with a picture of what makes you unique and special—and help set you apart from the competition. Think of each short piece (no longer than 350 each) as a lens for them to see and understand different parts of you. Also, keep in mind how these four pieces fit together to showcase your character and personality as a whole. Each short piece for your Personal Insight Questions should feature an interesting topic on its own. And all four topics should complement each other to paint a varied and balanced picture. In effect, these four short essays will serve as your one personal statement, which colleges and universities use to help decide if you will be a fit at their institution. The best ones are engaging (especially at the start), meaningful and memorable. Here are some strategies, tips and ideas on how to pull this off and ace your Personal Insight Questions: ONE Read all eight questions first. Then read them again. The UC Admissions Department has worked hard to provide you many tips and brainstorming ideas to help you respond to their Personal Insight Questions. Make sure to use them. There’s no better way to learn what they want from you, and how to give it to them. Start with the Personal Insight Questions and related instructions, then read about each prompt on the PDF writing worksheet, and also check out their Writing Tips, especially the tips on Avoiding Common Mistakes in sidebar box (below). It can be overwhelming, but they cover everything. TWO Note which ones you like the best right off the top, and take notes of any ideas that pop out on your first read. THREE For each prompt, figure out what it wants you to write about, and then brainstorm specific examples from real-life to illustrate your topic. This will make sure each mini-essay has a clear topic and focus, and isn’t too general and dull. FOUR Pick your favorite prompt and write it out. It doesn’t have to be perfect. That’s a great starting point, since you will see that these aren’t that hard and embolden you to move to the next. FIVE As you get ideas for the different prompts, start to think about how your topics will work together. Make sure your topics don’t overlap and that you highlight something distinctly different about yourself in each essay. SIX Look for topics that showcase parts of you or your experiences and accomplishments that admissions officers would not learn about in other parts of your application. Use those! SEVEN Let yourself write in different styles and tones with these essays. Some might be more serious and others lighter in nature. That’s a good way to add variety and interest to your total essay package. EIGHT Even though these are shorter essays, you still need to make them interesting to read, especially at the start. Make sure not to simply answer directly each question. For example, don’t start your essay for Prompt 6 (about your favorite subject) with something like: “My favorite academic subject is math. It has influenced me in many ways…” Instead, think of your favorite subject, and then brainstorm what first inspired you or excited you about it, and start with that specific example of the “time.” Or start with a specific example of “a time” you were challenged in that subject, and why you then got hooked on it. NINE Since there are four separate essays, consider taking more of a risk with at least one of the essays. Think a little out of the box for your topic idea, or use a more creative writing style or approach. TEN Even short essays can be dull. One of the best ways to inject interest is to think of some type of problem that relates to your topic, whether it’s leadership, creativity, talent, skill, favorite subjects or volunteer work. Start by relating that specific problematic “time” or incident and go from there. ELEVEN Consider starting with the last of the Personal Insight Questions, Prompt 8, about what “sets you apart.” It is the most open-ended, and brainstorming for topic ideas can spark ideas for the other UC prompts, or even prompts for other longer essays, such as The Common Application or Coalition main essay. (In fact, you can use any or all of the 8 UC prompts to inspire topic ideas for your other required essays!) TWELVE If you faced some type of hardship in your life or background, strongly consider writing one of your essays about Personal Insight Question 5. This is your chance to show the UC what obstacles or barriers you have overcome to achieve your current accomplishments. It makes a big difference when they understand how far you have come! THIRTEEN If you are considering writing about Personal Insight Questions Prompt 4 and your educational experiences, notice that it’s really two separate questions asking about either an education opportunity or an educational barrier. Don’t try to answer both questions in your one essay. Pick one or the other to make sure you have a focused essay. FOURTEEN The best way to avoid a dull essay is to look for ways to “show” about your point instead of just “tell” about it. (Showing uses examples; telling explains.) For example, for Prompt 3 (about a talent or skill), instead of explaining how and why you are great at the piano, think of “a time” or moment that you faced some type of challenge involving your piano playing and start with that. Don’t just tell (explain) how you got good at it and how good you are. That would not go over well. Give specific examples so the readers can see for themselves. This “Show First” approach applies to almost all eight prompts. FIFTEEN Every student works differently when it comes to thinking and writing. Some might like to pick the four that appeal to them and crank out four, rough short essays, and then go back and see how they fit together, and edit and change them to produce a strong mix. Others might want to start with the one they feel the strongest about, polish it up and then go onto the second and do the same. No matter what your style, at some point, read your four essays to look for overlap and make sure you have diversity and balance. SIXTEEN Remember that the UC is weighing all four essays equally. So don’t put all your energy into just one or even two of the essays. Make sure they can each stand alone as interesting and complete essays about one main point. SEVENTEEN The word limit is 350 for each Personal Insight Questions essay. There’s no minimum. I would make sure to write at least 250 for each essay, and best to shoot for 300-350 to take advantage of the space. Why waste a single word? (The total word count is 1,400) EIGHTEEN I would write your essays on a Word doc or by hand, and then transfer the final essays to the UC application only when you are finished. Don’t include the entire prompt; just the number, such as “Prompt 3.” NINETEEN Consider how to order your Personal Insight Questions essays. You could go in the order of the numbers of the ones you wrote about. My opinion, however, would be to put your strongest (most engaging and interesting) essay at the top, and work down by variety and strength from there. Don’t stress about this; just something to try. TWENTY Write these short essays as you would a longer personal essay. Use the first person (“I” and “me” and “my” and “us.” Avoid “you”!). Do not simply list accomplishments, achievements, awards and work. Avoid overdone or cliche topics. Seek feedback from a trusted person. Proofread closely before submitting. TWENTY ONE This might be the best for last: One way to approach these essays strategically would be to first write down the activities, accomplishments, personal qualities, core values, meaningful experiences and other aspects of yourself that you want to showcase to the UCs. Then scroll through the 8 Personal Insight Questions and match up which prompts would best showcase these features in your essays. That way, you are in command of shaping the picture of yourself that you want to show the UCs, instead of randomly writing essays to answer the prompts. CONGRATULATIONS! If you actually read all these 21 tips, then you are obviously a serious student and someone who does their homework. Now, take a deep breath and do your best not to over-stress on these. These four essays will not make or break your chance at a UC school. They are just one piece of your application. Give them your best shot. Keep everything in perspective. You are already ahead of the pack and will land in an amazing school! One of the best tips the UC admissions provided are these common pitfalls—especially because they are the experts at how students in the past have hurt their essays: Avoid common mistakes in Your Personal Insight Essays:
These Personal Insight Questions essays are just one piece of your application. These are all about a subject you know better than anything else: Yourself! Now just spend some time to figure out what parts you want to spotlight, and get cranking. |
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