LearnmoreMN Blog

Latinos engage on education policy issues

By Rogelio Muñoz, March guest blogger

During President Barack Obama’s first address to the nation last month, he called for Americans to be more civically engaged in their communities on issues important to them. The president emphasized the significance of what we each can do when we unite, mobilize, and work together. In Minnesota, that charge has been the essence of Latino civic engagement for generations and today it is no different.

Shortly after the 2009 Legislative Session convened in early January, the state’s Latino community participated in the 2009 Latino Legislative Day at the Capitol. The event, organized by the state’s Chicano Latino Affairs Council, was the first in modern history to bring Latinos together under one united voice to support a multi-issue policy agenda.  With some 200 Latino community members, leaders, supporters, and longtime advocates, the day at the Capitol addressed the council’s priorities for the 2009 Legislative Session and important policy issues for Minnesota’s Latino community, such as Pre K-12 education, higher education, and health. 

On the issue of education in the state, Latino students in public schools continue to be impacted by the achievement gap across all subject areas and have the lowest graduation rate. Currently, Minnesota’s minority communities or people of color comprise more than 14 percent of the total state population. When you compare this percentage to students of color in our public schools, the percentage is much higher at 24 percent or almost one-fourth of the total student enrollment. Further, Minnesota’s total Latino population is at 4 percent (208,000) while it is surpassed by the total Latino student enrollment at 6.1 percent (51,000). What does this say? Clearly, the state’s Latino community is younger and growing fast.

During the Latino Legislative Day at the Capitol, 25 teams organized and led by Latino community leaders, met with state legislators to brief them on the needs of Latino students. View their recommendations 

Minnesota must meet the needs of Latino students in public schools and prepare them for higher education. It’s important to our community and to the state. 

Small Minnesota schools have lowest percent needing remediation in public colleges/universities

By Joe Nathan, January guest blogger

Here's something little noted when an important state report was released last year. The report dealt with the number of Minnesota public high school graduates who need to take a remedial (aka "developmental" ) course in reading, writing or math at a Minnesota public college or university. 

First, large numbers of high school graduates 2003-2006 entered Minnesota public 2-4 year colleges and universities: 49% overall Minnesota public high school graduates in those years). The rates vary among high schools.

However a disturbing percentage of the graduates who entered Minnesota public colleges or universities, needed remedial courses in reading, writing or math. Statewide, it was 38% of Minnesota high school graduates who attended our public 2-4 year universities, a total of 10,834 students.  The trend is for more, rather than fewer graduates to take remedial courses.

Which high schools have the smallest percentage of their graduates taking remedial courses at Minnesota's public colleges and universities?  All fifty high schools with the strongest record in this report are in greater Minnesota.  Forty-six of them are quite small, in places like Clinton Graceville (52% of 2003-2006 grads entering a Minnesota 2-4 year college or university, but only 13% of them taking a remedial course, Verndale, 57% of graduates entering a public college, 15% taking a remedial course, and Chokio-Alberta, 66% of graduates entering a public 2-4 year institution, but only 16% taking a remedial course).

Some suburban educators have pointed out that they have larger percentages of graduates entering Minnesota universities that are private, or colleges outside of Minnesota.  That’s true.  But there still are thousands of suburban public high school graduates taking remedial courses.

Give educators and families credit for helping many students enter higher education. But students clearly need more encouragement to take advantage of challenging high school courses – especially in math.

When I wrote about this last year, a couple of college students contacted me.  "Yes," they agreed, it is important for many high school students to take more challenging courses.  "But, it's also important for high school teachers to encourage students in those challenging courses. Sometimes faculty teaching the most challenging courses encourage students to drop out of them, when they really are capable of doing the work."

That's where learning from some of the state's smallest and most successful high schools comes in.  When our staff interviewed them a couple of years ago, we heard over and over that these successful small schools:

• Do not offer a large number of courses in key academic subjects.  They encourage virtually all students to take challenging, college prep courses.
• Have developed strong options for those not interested in attending 4 year institutions, that help lead to good jobs in applied fields like printing, electricity, construction, car or computer repair, etc.
• Often have partnered with 2 and 4 year institutions to offer courses described immediately above
• Work with families and community groups so there are clear, strong consistent messages including, "continuing your education is valuable, doing well in academics is important, and we believe in you!"
• Deep belief from faculty that most students should continue their education beyond high school, whether in a two or four year institution.

Unfortunately, Minnesota taxpayers and families are paying MILLIONS of dollars for students to take classes covering material that most of them should have mastered in high school. This is especially true in math. Of the 2005 high school graduates who took remedial courses in Minnesota public colleges or universities, 36% took a course in “developmental mathematics” compared to 17% in “developmental writing” and 13% in “developmental reading.”

Minnesota trends are not encouraging. The percentage of Minnesota high school graduates attending public colleges and universities is not increasing. It was 49% in 2000-2003, and in 2003-2006. Even more important, the percentage of Minnesota high school graduates taking remedial courses on entering public colleges and universities is NOT declining. It was 33% for the class of 1999, 36% for the classes of 2001-2003, 37% for the class of 2004, and 38% for the class of 2005. As legislators and educators try to improve education, the trend should be down, not up.

The data comes from “Getting Prepared 2008,” a study done by the University of Minnesota and Minnesota State College and University system (MnSCU). The report is available at www.mnscu.edu/media/publications/pdf/gettingprepared08.pdf

The report suggests possible reasons for the increase. First, “since 1999…larger percentages of new high school graduates were attending public colleges and universities.” But since 2001, “the percentage of new high school graduates enrolling in Minnesota public higher education institutions has been relatively steady at 49 or 50 percent.” Next, the report notes that recently MnSCU has done “more thorough placement testing and enforcement of required enrollment in developmental education.”

Developmental – also known as remedial – courses do not count toward graduation. Statistics cited above may help account for disturbingly low graduation rates at many Minnesota public colleges and universities.

The report is published every few years, and has valuable information.  But it would be even more helpful if data from Minnesota's private colleges and universities were included. Is this possible?  Could Minnesota's Private College Council work with the University of Minnesota and MnSCU, to help make even more comprehensive information available?

Rochester initiative is helping to ensure that students are prepared for the future

By Jessica Ihrke, November guest blogger

Last month I had the privilege of stepping back into the 7th grade classroom to implement a module from the LearnDoEarn program. Although this was a very positive experience, I was quickly reminded of what a challenging and demanding position our teachers have every day. They are truly amazing!!  The Rochester Area Chamber and the business community took the lead in advancing the LearnDoEarn initiative in our middle and high schools. It is a strategic and systematic way to build academic momentum, increase student participation In rigorous STEM courses, impress the value and importance of strong work ethic, and develop computer proficiency and financial literacy. In short, it ensures that all students in the Rochester Area graduate successfully and prepared for post-secondary education, work and life.

Through the implementation of a LearnDoEarn module entitled “Be Great by Eight,” 7th grade students received crucial information they needed to know to improve their educational, career and life options. For example, did you know that adults who did no homework in school usually earn 35% less than adults who did 15 hours of homework per week in school? That’s right! Homework really matters and what students are learning now, and doing now in school every day, enables them to earn more later in life! We also got into some great conversation on low skills jobs and how the workforce is changing due to many factors such as the rapid advancements in technology. One student realized why he may not be able to flip burgers like his uncle in 10+years. It was not because he or the job was not good enough, it was the simple fact that his friend across the aisle shared: “Robots will flipping our burgers.” And this student was absolutely right on track!

We need to continue to share with our students, teachers and parents that we are truly preparing our children for their world. To be prepared for the jobs that have yet to be invented. And to let them know that we need every last student! We cannot get enough innovators, scientists, mathematicians, programmers, designers and problem solvers. We invite you to visit www.rochestermnchamber.com to learn more about Workforce 2020 and related efforts such as the LearnDoEarn initiative.

Please share your innovative education/workforce strategies with us and how your community is positively taking action to prepare your workforce!

Under-developed reading skills can be a barrier to success

By Kathy Glampe, August guest blogger

I grew up reading.  Every week during the summer, my Mom would take me to the library where I would check out 10-12 novels. While I don’t really remember this, my Mom told me that I would wake up around 5 or 6 a.m. so that I could get several hours of reading time in before my friends woke up and would want me to go out and play. 

Unfortunately, many low-income and first generation students aren’t being nurtured in this way, and many aren’t reading at all. When a student in the Student Support Services program (SSS) at St. Olaf College reported to me that he had nothing to do this summer, I provided him several novels. When I checked in with him, he said he had started one, but had returned to Sports Illustrated. When he mentioned that he would read if he were to have the DaVinci Code, I brought in a copy for him. (Of course, I also reminded him that St. Olaf has one of the largest collections of books in the Midwest….) Unfortunately, that didn’t get him to read either — even when we talked about the importance of reading to improving his academic success.   
      
This student is representative of many low-income and first-generation students, and it poses a serious threat to students’ academic success.  Theron P. Snell, in a recent article, First-Generation Students, Social Class and Literacy writes that “only about one-third of those from the lowest income group (families with income under $10,000) read literature during the survey year.”

The National Center for Education Statistics reports that reading proficiency has declined in all groups of students. Not surprisingly, the under-developed critical reading and writing skills of many TRiO eligible students (low income, first generation students and students with disabilities) at St. Olaf is one of the areas my colleagues in the STEM fields have identified as a significant barrier to TRiO students’ academic success in STEM. 

Fortunately, I work with many dedicated science and mathematics faculty at St. Olaf who are invested in the success of students who are TRiO eligible. To address this problem, professor of biology Anne Walter and English professor and director of writing, Diane Leblanc, developed a new course targeted to science and math majors from underprepared groups to focus on their reading and writing skills. 

While I am thankful to work at an institution that is willing to focus time and resources in this area, I know that not all colleges are able to provide such assistance. Moreover, this is only one small step to remedy a vast problem. Encouraging all students, especially low-income and first generation students, to become proficient readers and lovers of books is critical to their college success.

What have you seen working for all ages — K-postsecondary? How can we as individuals make a difference?

Tap low-income students for careers in STEM

By Kathy Glampe, August guest blogger

During the past year, I have heard many warnings in the news, at conferences and even in Readers Digest, that the U.S. is losing its competitive edge in STEM (science, technology, engineering and math). Whether it is the number of engineers the U.S. graduates compared to China, India and South Korea or the investment that U.S. companies are making in research and design, the message is clear—we are losing ground. The U.S. must take very seriously its ability to compete in STEM if it is to remain a global leader.

An important part of maintaining our competitive edge is preparing the virtually untapped pool of low-income students for study and careers in STEM. According to the Louis Stokes Institute for Opportunity in STEM Education, for every 10,000 low-income students starting 9th grade, only 30 will earn a bachelor’s degree in a STEM field and only 1 will begin graduate school in a STEM field the year after earning the bachelor’s degree. We need to invest in this vast pool of potential scientists, mathematicians and engineers not only to boost the U.S. ability to compete on a global basis, but because it is the right thing to do.

What can we do?

• Encourage your legislators (both at the local, state and federal levels) to support and expand initiatives that assist low-income students to pursue and succeed in STEM fields (i.e. TRiO Math and Science Upward Bound programs, SMART grants to encourage low-income student engagement in STEM, NSF funded S-STEM programs, etc.)
• Support and expand non-federally funded programs (i.e. Pipeline Summer Camp Programs)
• Support and assist K-12 educators to expand the pool of students prepared for STEM fields
• Reach out to students you know and suggest science and math

I would love to hear your ideas for what can be done to address this important issue!

Your take: what organizations can do

We asked a number of people to take a short survey about the Vanishing Graduates show and  received some interesting responses to this question: Given the challenges that the program raises, what are some actions that organizations could take?

Here are some of the actions you suggested:

• Federal grants and loans availablity. It's scary: how will government continue? The clients they serve will only be increasing, special interest groups always want increased services, (contrary to popular belief) many government jobs ARE complex and require a college degree and there will be fewer workers demographically, and far fewer educationally qualified...we will either have to curtail services, rely on technology to be a substitute for people, and/or tap a qualified people supply from outside the U.S.
• We need to get out in the high schools and middle schools and entice/tout/advertise about how there's a place waiting for them in our workforce, and take steps to ready themselves.
• Entering into partnerships with government, business and educators to provide additional resources for schools and support for families.
• REQUIRED college preparatory curriculum, no matter how long it takes a student, when they moved to this country, or what their native language is. We fail our students every time that we do not require them to achieve at the minimum level expected by college admissions offices. MUCH GREATER funding for guidance counselors. Our counselors work too hard, and it is embarrassing that this great progressive state is not taking better care of its students as they prepare for college. Statewide PR campaign to raise awareness. Greater support of college access programs, with long-term funding opportunities, NOT short-term grants.
• Businesses who are affected by these trends on the post-college end of the spectrum would help make the crisis more real for most people. Many folks tune out the non-profit, social service, educational sector's advocacy because we're always pushing for one need or another. I'm sure resources are limited, but it would be helpful to combine this with a major PR push throughout the state — billboards, mailings, commericals, etc. This is a defining issue of our time, and nobody really knows about it.

If you would like to share your opinions about the program, take the survey.

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.

Early Childhood Education: Head Start is Not Enough

By Kate Bristol, April Guest Blogger

Macalester College — where I am a student — convened a Mayor's Forum in February to discuss best practices in education. The policymakers and educators who attended help shape the educational systems in many Minnesotan towns. One of the topics covered by the Forum was pre-kindergarten programs — which are vital in putting kids on a path to school success.

Data shows that investment in pre-kindergarten programs pays off, but we have yet to invest in these programs statewide. While districts claim that they lack funding, combining federal funding with an investment from local corporations would be sufficient to start up a pre-k classroom. We know what to do; we know how to do it; now all we have to do is take action.

To maximize high-quality preschool access for low-income students, I suggest the following changes to the federal preschool program:

1. Assist suboptimal programs to meet these standards.
2. Provide funding to hire qualified teachers and for ongoing teacher education.
3. Recruit the 40 percent of eligible children who are not currently enrolled in the Head Start.
4. Expand eligibility criteria of Head Start to include children of families living at the 125 percent Federal Poverty Level
5. Support recruitment of all eligible three-year-olds.
6. Mandate public preschool programs in all 50 states to provide greater access to children of families living at 150 percent
7. Establish minimum quality standards for all public preschool programs to improve kindergarten readiness.

Paying for the approximately five million additional children who would become eligible under this proposal may seem staggering. However, state and federal governments would share the financial burdens. The long-term benefits to our society of high-quality preschools are enormous. There is an astounding benefit-to-cost ratio of seventeen to one. There would be higher rates of education, employment, income, and marriage; and lower rates of delinquency, crime and drug use.

As a nation, we cannot afford to do otherwise.

A different kind of glass ceiling…

By Willy Tully, February 2008 Guest Blogger

The barriers that prevent Minnesota students from enrolling in college are often erected well before the senior year of high school.

A study, conducted for the Minnesota State Legislature by Ghere, Moore, and Schelske in 1999, shows that, "students begin self-selecting for high academic achievement as early as third grade, and courses that students take in middle school and early in high school are closely related to future college attendance."

Choices relating to academic rigor and extracurricular participation, as well as peer influence, shape a student’s perception of what they can achieve. At the same time, reserved space in honors courses, the cost of summer programs, and a lack of knowledge about (or access to) postsecondary choices exacerbate the innate barriers. Underperforming middle school students are funneled into high school programs that are unchallenging and that will not provide the requisite spark needed to excite the passion for learning present in every young person.

In actuality, students are constructing their own ceiling as they progress through a K-12 education. The unfortunate parallel is that our educational system is designed to reinforce these limiting "self" selections.

This makes me angry, and I hope it makes you angry too.

Schools are under-funded, teachers and counselors are under-paid, there are abhorrent socioeconomic and racial disparities in education, and schools located just minutes from one another are miles apart in the quality and breadth of educational programming they can offer. But now is not the time to despair. Indeed, now is the time to repair and rebuild. We must champion community cooperation – we must be pioneers for freedom and equality in education.

With the tools and the might, we must reach up and shatter that glass ceiling, for the limitations posed on individuals prevent this community from reaching its truest potential – from reaching greatness. And greatness is possible.