The academic characteristics of freshmen entering the University of California, Berkeley (UCB), major problems in secondary education, and ways that the university can affect the quality of secondary education are examined. Data on entering freshmen for 1970-1980 indicate that UCB freshmen have consistently scored higher on admissions tests than the entry group of college-bound seniors in the state and in the nation. Admission test results show an overall decline in verbal scores and an increase in mathematics scores. UCB freshmen come from over 300 high schools, primarily public schools in California. Data on the top 20 feeder schools and brief descriptions of the top 3 feeder schools are presented. After reviewing the critical issues for secondary education and their historical, demographic, and social context, it is claimed the UCB's feeder schools are faced with: increasingly diverse student bodies; growing numbers of the limited English-speaking; teacher lay-off and low morale; high student-counselor ratios; and an overly-diversified curriculum. While there are differences among schools, a general need exists to raise the quality of college preparation, primarily in writing and mathematics. Activities by educators and state agencies directed at improving the status of high school education in California and the university's activities in the high schools are reviewed. In addition, ways in which campus administrators and faculty might have greater impact on the high school educational process are suggested. A student guide and sample test for a high school graduation proficiency test (from the Oakland Unified School District) are appended, along with an article on the state of public high schools and a bibliography. (SW)