Student Data That Supports Raising the Bar
Student Data that Supports Raising the Bar
2005 ACT student average composite score was #1 in the US! However…
• Of the 2/3 of MN students take the ACT, only 36% met ACT’s benchmark demonstrating readiness for college biology and 51% for college algebra
• African American students are 5 times less likely to be ready for college biology and 2 times less likely to be ready for college English composition
• American Indian and Hispanic students are 2 times less likely to be ready for college biology
2005 Achieve, Inc. and ACT Crisis Reports
• In 2003, only 27% of MN students took Algebra I(a gateway course) in 8th grade, compared to the national average of 31% and 43% in the nation’s top states (median)
• In 2003, only 38% took a math course beyond Algebra II in high school compared to an average of 41% in the nation and 61% in the top states (median)
• ACT research confirms the benefits/results of a rigorous core preparation curriculum for college readiness and completion
2005 “Getting Prepared” Report by MNSCU and the University of MN
• 36% of 2002 graduates from MN high schools attending MN public higher education institutions enrolled in developmental/remediation classes in high school content.
• U of M: 8% of 2002 graduates enrolled in developmental courses—99% in math.
• MNSCU state universities: 29% enrolled in developmental courses—82% in math.
• MNSCU state 2- and 4-year colleges: 42% of 2002 graduates enrolled in developmental courses—55% in math.
2004 MN Citizens’ League Report on Higher Education
• High school graduates will decline by 10.3% by 2013. Students of color and low-income students will be an increasing percentage of this pipeline, and their current achievement in high school and higher education is lagging. The supply of potential new workers coming through the K-12 educational pipeline will begin shrinking just as baby-boomers start retiring.
• The racial gap in educational attainment costs the MN economy over $1.4 billion per year in lost income.
• MN ranks in the bottom half of states in the %age of advanced science and engineering degrees (2,000) and doctorates (2001).
MN Department of Employment and Economic Development
• MN economic forecasts project a 20-33% increase in scientific and technical occupations
• New job growth in professional and high tech industries will demand an extra 10,500 college graduates per year in MN
Selected Improvement Goals Recently Proposed
2004 MN Citizens’ League Report on Higher Education
• Raise expectations to at least two years of post-high school education as a minimum level of academic achievement for every Minnesotan. In a knowledge economy, a high school diploma is not sufficient.
• Make better use of time spent in high school and ensure that all students are ready for higher education. This includes a required higher education preparatory curriculum for all students, improved access to higher education opportunities, (e.g., advanced placement and post-secondary education options, for students who are ready, and greater remediation and access for students who are not yet prepared for higher education).
• Develop a higher education report card for tracking Minnesota’s success at delivering on the key outcomes in higher education, and at monitoring our competitive position relative to global trends and opportunities.
• Continue efforts to transform high school:
• Implement rigorous higher education prep curriculum and testing standards
• Expand higher education opportunities in high school
• Reform the senior year to a seamless transition to higher education/workforce
• Improve teacher training and preparation
• Increase coordination and support for higher education readiness and access
• Establish pilot K-14 programs (community/technical colleges and K-12 districts)
Minnesota Private College Research Foundation (May, 2004)
• Increase the (in-state) college participation rate for high school graduates from 49% to 65%
• Increase the college graduation rate by 25 percent, from 50% to 62.5% of freshmen graduating within 6 years
2006 Students of Color Report, Minnesota Minority Education Association
• Students of color high school graduation rates must increase. 2004 rates show a significant gap: 93% white; 86% Asian Americans; 64% American Indian; 63% African American; 55% Hispanic; overall rate for all students 89%.
• Minnesota’s future depends on having more students of color prepared for and accessing higher education.
• A critical strategy to increase college attendance and student success is to expand the number of college access programs available to students.
• “No piece of data is more alarming than the achievement gap that exists in mathematics.” Minnesota’s global competitiveness depends on the number of students of color who achieve higher education and the number who pursue careers in math and science.
• MMEP is a proponent for engaging students in learning advanced math skills in school and in academic enrichment programs that complement what students learn during the school year.
• Minnesota is beginning to rise to the challenge. One encouraging development is the National Governors’ Association naming Minnesota an honor state as part of the state’s high school reform initiative.
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