1. Minority Opportunities in Research (MORE)
Division of National Institute of General Medical Sciences
“Increasing the number of biomedical scientists”
Support undergraduate, graduate, postdoctoral, and faculty
MARC, RISE, Bridges, SCORE
Budget of ~$300 Million.
Estimate $2 billion on underrepresented programs across NIH

2. Do These Programs Work? 1. National-level Data
80% increase in minority Ph.Ds since 1977
62% increase in minority population during same period
Medical students (Source: Association of American Medical Colleges, 2004)
63% White
20% Asian
8% Black
3% Hispanic
2% Native American

3. Historical Trends in Higher Education for Underrepresented Students
Source: Compiled Sources from Higher Education Research Institute (HERI)

4. Do These Programs Work? 2. Site-specific Data
Each NIH program submits yearly progress reports, and longer-term evaluation results
Heavily weighted in renewal and continued funding
Typically just track their student success, but what about a control group?
“Since 1974, nearly 400 minority students have participated in the RISE program, and 84% of these students have subsequently gone on to post-baccalaureate programs”
“In recent years the retention of (RISE) students to graduation has been better than 90%, compared to less than 40% nationwide for science undergraduates”

5. Problems with Existing Data
1. Programs have an interest in presenting favorable data.
2. Programs can “cherry pick” students who are likely to succeed.
- These students are likely to succeed without the program
3. No control group.
4. Long-term evaluations outside of funding scope.
5. No way to examine the “mechanisms” of success

6. The Remedy Longitudinal study of RISE and MARC students.
Participants from 25 programs nationwide.
Yearly (or twice-yearly) surveys from students.
Matched control
For each RISE or MARC student, we find a similar student who does not go through the program
Matching variables: ethnicity (minority, majority), gender, major (bio, behavioral), GPA, intention to become a scientist, enrollment level (LD, UD, Grad).
Secondary matching: age, 1st generation, community transfer, English as first language,

7. Longitudinal Study Anticipated final sample
450 RISE/MARC
450 Matched Control
All data collected through web interface
Survey measures psychological constructs, student accomplishments, aspects of the program.

8. “The Science Study”

10. “The Science Study”

11. Questions We Can Answer
1. Does participating in the RISE/MARC program cause an increase in the likelihood that a minority student will pursue a career in the biomedical sciences?
2. What are the types of activities that students involved in RISE/MARC programs are exposed to?
3. Are there some types of students who benefit more from the RISE/MARC program than others?
4. Are there elements of the RISE/MARC program that are linked with the success of the students? (Research experience, Faculty mentoring, Motivated peers, Resume of accomplishments)