Final Thoughts: Problems Facing Minnesota Students

By Katherine Bristol, April Guest Blogger

Minnesota students score well compared to many other states, yet the achievement gap between different racial, ethnic, and economic groups are some of the largest in the country. College graduates now earn 70% more than high school students, a number which is increasing rapidly. About 66% of Minnesotans receiving their diploma in 2005 enrolled in a post secondary public education institution (compared to 49% in 2002). Of these students, 18% enrolled in a campus associated the University of Minnesota, 38% enrolled in a two-year or technical college, and, 29% enrolled in a four-year state university (not associated with the University of Minnesota) and 16% went out of state. At least 36% of these students also took some college level courses while in high school (math classes accounting for 29% of class, making it the largest indicator of matriculation in to post secondary students). While enrollment is a good indicator that K-12 can provide readiness for post secondary, we do not have the numbers on students who have access to college level courses and whether they are taking advantage of them (based on region), who is graduating from college, and how successful they are a few years down the line.

Many of Minnesota rural communities have declining population, slower economy, and less legislative power over their status as compared to large Minnesotan cities and their surrounding suburbs. Industries that have sustained such communities for years (timber, agriculture, mining, small business) now almost require a post secondary education to even sustain useable workforce. Additionally, the few public colleges that have arisen in rural areas (38 to be exact) lack the resources and consequential interest of local students, putting these colleges at risk for closures. While the state is not losing a great deal of residences who move or pursue other state options for post secondary education, an increasing number of Minnesotans are moving to the twin city metro area, displacing the allocated needs of the respective public schools and college campuses. According to the Center for Rural Policy and Development’s article, Capitalizing on the potential of Minnesota’s Rural Campuses (2003), “The average household income of persons in the rural college counties studied in this project is 75% of the state average and dropping.” The success of rural colleges and their surrounding communities has continuously proven to be of mutual interest and dependence on the well being of each entity. The lack of communication between school administrators and local political leaders regarding the mission and purpose of the colleges are generally lacking, causing issues with keeping the school relevant yet innovative. While we know something must be done, the question is what, and how?

My suggestions for Best Practices:

1. The effects of continued involvement by special programs mentors and community leaders from K-12 and beyond into post secondary education. This includes self-report/ evaluations done by students, teachers, parents, and other reliable sources to create a “learning portfolio” that would grow as the student progressed through school. Starting in the K-12 setting, we need set standards high and make sure that students are aware and have access to a variety of reasonable resources.
2. Massive improvement in the quality of our educators and additional supportive resources. This applies the importance of accessibility of such educators and resources, especially in more rural environments.
3. Change missions of public schools and colleges to fit the needs of the communities. For example, the Minnesota State Colleges and Universities Board (MnSCU) Strategic Plan for 2002-2005 is “Strengthen community development and economic vitality by working with local communities to help them develop, maintain and enhance their vitality; seeking new ways to serve as a key partner to coordinate local, regional and statewide economic development initiatives; and develop frameworks for state and regional planning and collaboration that help more of its institutions to work in partnership with community and business groups.” The influence and role of politics and economics on the schools mission and subsequent outcome is key to getting rural students to not only enroll in school, but also graduate successfully. Also, allowing students to conduct apprenticeships or internships at relevant sites could give them indications of careers they would be interested in and what skills are necessary to succeed in the profession.