LearnmoreMN Blog

Student migration and Minnesota’s future

By Nate Lassila, January guest blogger

Investment in education decades ago led to Minnesota’s highly educated workforce and vibrant, innovative economy — luring other educated individuals and their families to start or continue their careers here. This is still occurring, but decreasing investment over the past decade may change Minnesota’s appeal in the years to come.

We know that two things are occurring. First, Minnesota high school graduates who go to college in other states exceed the numbers who come here from other states for college. The net loss is more than 5,000 students per year, as reported by the Minnesota Private College Research Foundation (Student Migration Trends: Minnesota’s Net Loss of College-Going High School Graduates, November 2009). Secondly and optimistically, we are an importer of about the same number of 24-39-year-olds who have a bachelor’s degree. So each year we lose thousands of students to colleges in other states (who may stay there after graduation), yet we gain thousands who see Minnesota as an attractive place to live and work. But how much longer will this perception hold?

According to Minnesota state demographer Tom Gillaspy, in the 1950s Minnesota was below average in terms of individuals’ annual incomes and education levels. State leadership at the time made a strong investment in education — a decision geared to push development of a world class workforce. This investment succeeded, even though it has diminished in more recent times.

Now we are beginning to feel the pain of failing to continue this contribution to education. Years of neglect have led to reduced access and affordability of college at a time when our workforce is aging and retiring. Minnesota now finds itself putting a band-aid on a major policy problem.

The conclusion is unclear. How long can Minnesota rely on a reputation to keep and lure talent for our major industries? We lose college-bound students each year, but we still attract other talented individuals — some who grew up here and know of the benefits of Minnesota life. If we want an economic and education infrastructure that continues to draw families to Minnesota, we may need to make an equal or stronger effort than was made half a century ago. Who, I wonder, will provide the leadership needed to make this happen?

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.

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!

From the Outside In

By Willy Tully, February 2008 Guest Blogger

If it truly takes a village to raise a child, then how in the world do we expect our youth to succeed without a comprehensive approach to education?  Comprehensive…that sounds difficult. It doesn’t have to be.

I work for a large mentoring organization, but I don’t work formally on mentoring — I connect the youth in the program with postsecondary opportunities, placing an emphasis on higher education. As an organization, we strive to provide the highest quality in mentoring to both the youth and adults that come to our door. But the fact of the matter is that anyone can be, and realistically is a mentor in their everyday life. From teachers to preachers to parents, high school counselors to college admissions counselors to custodians, daily interaction with children is an opportunity — an opportunity to impart some amount of knowledge, build confidence, and fulfill the obligation that adults have to invest positively in youth. 

An Investment — Education is the Best
Perhaps we can agree that the greatest method by which an individual might enrich their circumstance is education. Beyond the simple yet hugely important informal stuff that occurs in a mentoring relationship, every mentor should be equipped with the tools to discuss higher education with a child. Collectively we know how to do this, but individually we have a need and an opportunity to learn more.

Each of us plays a role as a mentor. By sharing our experiences with one another, together we can improve our community from the ground up. We can all start by asking, “how can I change a child’s life today, and what do I have to say?”