• We discovered that each school district type (suburban, city and rural) had very different needs. In particular, some programs had to be dropped or modified extensively to be effective in the city schools.
• Providing transportation was a key factor for participation in programs at the University.
• The environmental change of having students participate in programs at the University verses at the home school had a very positive effect on the outcome.

• The city school district programs were a continual challenge. While we identified several dedicated teachers, many of them are overcommitted to activities during the school day and unable to participate in extracurricular programs. In addition, students often come from unsupportive families.
• Faculty participation is difficult to maintain. Faculty are too busy with additional pressures placed on them by the medical school to teach and do research. We are developing ways in which the school can incorporate outreach programs into the teaching mission of the school.
• It is very difficult for rural students to attend our programs, unless transportation is provided. This can be problematic for our summer camps, since transportation is not provided.

• Students from the inner city, collaborated with students from a rural school district to conduct tests and monitor their local river waters. Rochester, a city of approximately 220,000, is divided by the Genesee River, which emanates from Lake Ontario. Several large local industries abutt the lake and river (e.g. Eastman Kodak Co.). Livonia is a rural community in Livingstone County, a region in which one might expect to see some agricultural run-off or fertilizers in the water supply. Groups of students from each location studied the quality of their local river water, using a variety of water analysis activities. Water samples were collected at each site every two months and tested for common water pollutants using commercially available test kits. Quantitative testing for dissolved oxygen, nitrate, and phosphate, were performed on each water sample. The pH of the water samples, as well as water temperature were also noted. The water samples were then analyzed for fecal coliform bacteria, protozoa, and benthic macroinvertebrates. The presence or absence of fecal coliform in the water samples, as well as the types of benthic macroinvertebrates that were found indicated the biological health of the rivers. The water samples were also used in bioassay experiments to test the germination and root length of lettuce seeds grown in water from each of the sources.
• 5th grade students participated in a mentoring program with the University of Rochester (UR). Participants in the program are paired with a scientist and spend time in the laboratory on a regular basis. This program is geared to encourage young students, from the inner city both personally and intellectually in science. The program strongly encourages them to use their lab experiences at UR as the basis for intellectual inquiry, personal growth and, among other things, developing public speaking skills. In order to enhance this training, and in order to better disseminate information about the program, the students are videotaped while delivering oral presentations. These videotapes are used to critique performance and to share information. In addition, the students are encouraged to communicate with their UR mentors via email. As a result many of the relationships between students and mentors have endured over times when it was difficult for the student to come to the University.

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