Response to "Vanishing Graduates & Minnesota's Future"

By Katherine Bristol, April Guest Blogger

Minnesota is a prosperous place; the state ranks highly in many social and economic indicators.  The state’s  affluence can be traced to wise investment and policy decisions made by past generations.  However, as we progress into the 21st century, this prosperity is not guaranteed.  In order to be competitive globally, Minnesota needs a highly‐skilled workforce.  Regrettably, several indicators of educational attainment demonstrate that the state is not meeting this standard.  This is especially true for communities of color, which comprise a major source of future workers.  And while Minnesota has the third highest high school completion rate among all states, following high school, about 65 percent of Minnesotans enroll in postsecondary education.  Sustaining this high rate will be a challenge for Minnesota’s high schools and postsecondary institutions.

The total number of high school graduates is projected to decline by 10 percent from 2005 to 2010.  This will occur as children of the baby boomers (“the boomlet”) move beyond the high school age.  According to the Minnesota Office of Higher Education, “Unless high school to college participation rates increase—especially among low‐income students, students of color and other students who are traditionally underrepresented in post‐secondary education — colleges will have a smaller pool of students from which to recruit (Minnesota Office of Higher Education 2006).”

“Vanishing Graduates” addresses the economic and social issues associated with a lower number of college graduates.  It got me thinking about what are some practical changes that could be made, without addressing widespread issues such as federal funding and teacher quality. I was able to come up with two, based on my previous research and experience:

1. Set High Standards.  Minnesota must be a national leader in public education.  In order to accomplish this ambitious objective, every student, family, teacher, school, district and program must be held to the high standards.  These goals must be transparent to all, specific and measurable.  Although it may seem counterintuitive, setting high standards is key to improving outcomes for low‐income or minority students who begin school with significant deficits in cognitive, social, and academic skills.
2. Empower Communities, Schools and Individuals.  Empowerment at the community, school and individual levels bestows control to members of marginalized communities who have often been denied that privilege. That control fosters senses of ownership and pride.  When communities are empowered to be involved in their schools, schools are empowered to take control of their own resources, parents are empowered to take initiative in their children’s learning, and young people are empowered to get involved in their communities, the end result will be improved outcomes for students.

I would like to know your thoughts on these suggestions, or the show in general! Please feel free to post your opinion below in the comment section, and we can get the conversation about this important issue started!