The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap.

Low persistence in science majors and limited participation in high-impact research experiences contribute to the nationwide underrepresentation of minorities in the science workforce, particularly jobs requiring a graduate degree. The Program for Excellence in Education and Research in the Sciences (PEERS) is an academic support program at the University of California, Los Angeles (UCLA) that supports first- and second-year science majors from underrepresented and underserved backgrounds to maximize student success and science, technology, engineering, and mathematics (STEM) persistence. Here, we evaluate the success of PEERS through data from the UCLA registrar, student surveys, and longitudinal tracking of student outcomes. Results show that PEERS students have significantly higher participation rates in undergraduate research, despite PEERS having no formal research component. Importantly, PEERS students were seven times as likely to enroll in PhD programs, and twice as likely to enroll in MD programs compared with propensity-matched controls. Combined results show that increased success of PEERS students in their first 2 years as science majors resulted in improved outcomes later in their undergraduate studies and had tangible impacts on subsequent educational trajectories that will increase participation of underrepresented groups in high-skill STEM careers.

We suggest that the vertebrate myosin-I field adopt a common nomenclature system based on the names adopted by the Human Genome Organization (HUGO). At present, the myosin-I nomenclature is very confusing; not only are several systems in use, but several different genes have been given the same name. Despite their faults, we believe that the names adopted by the HUGO nomenclature group for genome annotation are the best compromise, and we recommend universal adoption.