The Urban Project: A Model to Help Minority Students Prepare for Mathematics-Based Careers

Abstract

In recognition of the need to prepare students better for careers in science and technology and of the underrepresentation of minorities in such careers, various efforts have been launched around the country to improve minority students' academic preparation for college. Any project designed to help high school students from minority groups prepare for mathematics-related careers should be broadly based. In addition to intensive instruction in mathematics and science, it should provide training in various academic skills, information about careers and their requirements, experiences in various working environments, opportunities to meet people who might serve as role models, assistance in making the transition from high school to college, and support in developing positive attitudes and self-confidence. The Urban Project is an ongoing effort to provide such help to a group of students in New York City high schools. It began in October 1981 as an outgrowth of the College Discovery and Development Program (CDDP). The CDDP has been conducted since 1964 under the auspices of a consortium between the City University of New York and the New York City Board of Education. The purpose of the CDDP has been to improve the retention and performance of minority students so as to reduce their need for remedial work in high school and college. Over the years, the program has helped more than 25 000 students in five city high schools (one in each borough). The participants represent the major ethnic groups in the city school system, including blacks, Hispanics, whites, and Chinese Americans. High school and college faculty members have collaborated in developing innovative techniques for upgrading basic skills and improving attitudes. The Urban Project began with a one-year planning grant from the Ford Foundation. An assessment of CDDP students' achievement in mathematics