A Diverse Student Body Serves a Diverse Society : UC admissions: The university must produce leaders who both reflect and understand a rapidly changing world.

After bidding farewell to 8,550 graduates, one of my most satisfying experiences, I am also faced at this time of year with one of my most unpleasant tasks: explaining to many parents why their fully qualified sons and daughters could not be admitted to UC Berkeley, their campus of first choice. I have calculated that each year since 1986, Berkeley has provided bad news to 12,000 families, and it is likely that this number will continue to increase.

The rationing of a finite good, the cost of which is borne in part by taxpayers, must be done with care and openness. This process is fraught with pitfalls because it is based on fundamental values of a democratic society--equality and individual merit--that, at times, are at odds with one another. Our responsibility is to seek a proper balance between the two. This requires continual attention and refinement of our policies.

Fortunately, the Legislature and the Regents of the University of California have given us guidelines for this ever-changing balancing act. The Regents’ Policy on Undergraduate Admissions states: “Mindful of its mission as a public institution, . . . the University seeks to enroll, on each of its campuses, a student body that . . . encompasses the broad diversity of cultural, racial, geographic and socio-economic backgrounds characteristic of California.” The Master Plan for Higher Education provides further boundaries by stating that only the top 12.5% of a high school graduating class is eligible for admission to the University of California.

Here is how we currently seek the proper balance. About 55% of our total admissions are based on academic criteria, a combination of grade-point average and test scores. This rate is much higher than at leading private universities. In the remaining 45%, we seek to “encompass the broad diversity” necessary for a quality educational experience. In a variety of ways, preferential consideration is given to applicants based on: special talents in athletics, music or debate; race and socio-economic disadvantage; disability; rural school attendance, and non-traditional grading systems. But remember, we are talking about the very best high school graduates in all of these categories.

Why do we strike this balance? First, because this is educationally sound. We know that grades and test scores are not the only measures of excellence. Measures such as leadership and special talent are also important.

Second, this is also culturally sound. In the wonderful heterogeneous environment we live in, we must produce future leaders who are from diverse backgrounds and who themselves thrive on diversity. Quite apart from California’s dramatic and swift demographic change, and our responsibility to serve the needs of all Californians, our students’ focus of attention must be the world community.

Finally, this approach is consistent with the longstanding tradition and principles of public education in a democratic society, particularly with regard to racial and social integration and access for the poor.

Is this process fair? Those students who worked very hard, did well academically and were not admitted might say no. But even if we admitted the entire freshman class strictly on grades and test scores, we would still turn away 1,500 students with perfect grade-point averages. Is this process in the best interest of society? We think so, and in that sense it is fair.

Can the process be improved? Because the variables we must take into account are constantly changing and to some degree out of our control, we constantly seek improvement and refinement. We cannot control the number of students who accept our offer of admission. Nor do we have any real control over the rate of eligibility of various high school graduates by ethnicity.

Are we succeeding in meeting our educational and societal mission? Yes, without any question. In what former UC President Clark Kerr has called the greatest experiment in higher education, UC Berkeley has succeeded in producing an undergraduate student body that surpasses any previous group in academic quality while at the same time being thoroughly heterogeneous. We have not only integrated the student body, our students are stronger academically than ever before. I see this every day as I talk with students around campus. I think this is a matter of great pride for the citizens of California.