Minnesota State Education Data Profile - May 2011

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HOW WELL IS MINNESOTA

PREPARING ALL

STUDENTS FOR COLLEGE,

CAREERS AND LIFE

May 2011



A high school diploma is no longer enough; now, nearly every good

job requires some education beyond high school ± such as an

associate¶s or bachelor¶s degree, certificate, license, or completion

of an apprenticeship or significant on-the-job training.

Far too many students drop out or graduate from high school

without the knowledge and skills required for success, closing doors

and limiting their post-high school options and opportunities.

The best way to prepare students for life after high school is to alignK-12 and postsecondary expectations. All students deserve a world-

class education that prepares them for college, careers and life.

Why College- and Career-Ready

Expectations for All?

2



A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS

The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.



4Source: Carnevale, Anthony P. et al. (June 2010). Help Want ed: Proj ec tions of Jobs and E duc ationR equir ements Throug h 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Today¶s (and Tomorrow¶s) Workforce

Require More Education and Training



The Rise of Middle-Skill Jobs

5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The F ut ur e of Mi ddle-Sk i ll Jobs.Brookings Institution.

High-skill jobs

Occupations in the professional/technical and managerial categories.

Often require four-year degrees and above

Middle-skill jobs

Occupations that include clerical, sales, construction, installation/repair,

production, and transportation/material moving.

Low-skill jobs

Occupations in the service and agricultural categories.

Often require some education and training beyond high school (but

typically less than a bachelor¶s degree), including associate¶s

degrees, vocational certificates, significant on-the-job training.



Employment Shares by Occupational Skill Level

6Source: National Skills Coalition (2010). The Bri dge to a N ew E c onomy : Wor ker Training Fi ll s the Ga p.http://www.nationalskillscoalition.org/assets/reports-/the-bridge-to-a-new-economy.pdf ; National Skills Coalition (2011).

Stat e Mi ddle Sk i ll Fac t Sheets. http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/



Education and Training Beyond High School

Is Increasingly Being Demanded

8Source: Bureau of Labor Statistics. Occupational Out l ook H and book, 2010 -11 E d ition.http://www.bls.gov/oco/oco2003.htm



The Jobs of Tomorrow

9Source: Milano, Jessica,B

ruce Reed & Paul Weinstein Jr. (Sept 2009). A

Matt er of Deg r ees: Tomorrow¶ s Fast est Grow ing Jobs and Why Community College Graduat es Wi ll Get Them. TheNew Democratic Leadership Council.

Minnesota should be preparing students for the jobs of

tomorrow, not the jobs of yesterday ± or even today.

A quarter of American workers are now in jobs not even listed in the

Census Bureau¶s occupation codes in 1967.

Given the growth of new job sectors ± most notably ³green jobs´ ± it is

common sense to provide all students with a strong foundation that

keeps all doors open and all opportunities available in the future.



The Public Agrees That Education or

Training Beyond High School

is Necessary for Future Success

10

To really get ahead in life, a

person needs at least some

education beyond high

school, whether that means

university, community

college, technical or vocational school.

To really get ahead in life,

a person needs more

than just a high school

education.

87

8

Source: Achieve, Inc. (2010). Ac hi ev ing the Possible: What Ameri c ans Think the College and Car eer -R ead y Agend a. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf



America¶s International Edge is Slipping in

Postsecondary Degree Attainment

11Source: OECD. E duc ation at a Gl ance 2010 . (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree



% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )

- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)

1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)

2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)

3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)

4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)

Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)

Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)

Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)

1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)

13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)

14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

4 - 4: Minnesota (41%) MN (4 %) MN (4 %) MN (4 %)


Postsecondary Degree Attainment

12Source: OECD. E duc ation at a Gl ance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org



FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REALWORLD CHALLENGES



Of Every 100 9th Graders in Minnesota«

14Source: National Center for Higher Education Management Systems (2008). St udent Pi pel ine - Transition and Completion Rat esfrom 9th Grade to College. http://www.higheredinfo.org

0

10

20

30

40

50

60

70

80

90

100

9th Graders Grad ateigh hoolin 4 ears

Enroll inCollege In the

Fall

till Enrolledophomore

ear of College

Earn aCollegeDegree

1

8

4

28



And Gaps Persist: Minnesota¶s 8th Grade

Achievement Gap

16Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

Subgroup8th Grade Math

(2 )

8th Grade

Reading (2 )

8th Grade Science

(2 )

All Students 47% 38% 34%

White 53% 44% 46%

Black 13% 10% 11%

Hispanic 21% 16% 14%

Asian 35% 30% 23%

American Indian 21% 26% 1 4%

%At or Above Proficient on 8th Grade NAEP



High School Graduation Rates Remain

Inequitable in Minnesota

17Source: Education Week (2007). Graduation in the Unit ed Stat es.http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf

U.S.

MN

0%

20%

40%

60%

80%

100%

AmericanIndian AsianHispanicBlack

White All

51%

81%

56%54%

77%

69%

48%

68%

44%

83%77%

n/a




High School Graduation Rates

18Source: OECD. E duc ation at a Gl ance 2010 . (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org

0 20 40 60 80 100

Iceland

U.K.

Netherlands

Norway

Ireland

Denmark

Germany

Israel

Canada

Poland

Korea

U.S.

Minnesota

% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+



Enrollment in College Does NOT Equal

College Readiness

19Source: National Center for Education Statistics (2003). R emed ial E duc ation at Deg r ee-Granting Postsec ond ary Instit utions in Fall 2000.

Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation



Enrollment in College Does NOT Equal

College Readiness in Minnesota

20Source: Minnesota State Colleges & Universities. Getting Pr epar ed: A

2010 R eport O

n R ecent H i g h Sc hool Graduat es Who Took Devel o pmental/ R emed ial Courses.http://www.mnscu.edu/media/newsreleases/2011/pdf/1_getting_prepared.pdf

Percentage of students at two-year and four-year institutions

requiring remediation, 2 8



Freshmen at Two-Year Colleges are More

Likely to Require Remediation

21Source: National Center for Education Statistics (2003). R emed ial E duc ation at Deg r ee-Granting Postsec ond ary Instit utions in Fall 2000.

0%

5%

0%

5%

20%

25%30%

35%

40%

45%

Reading, Writingor Math

ReadingWriting

Math

42%

19%23%

34%

24%

6%8%13%

2-Year Colleges 4-Year Colleges



Freshmen at Two-Year Colleges are More

Likely to Require Remediation in Minnesota

22Source: Minnesota State Colleges & Universities.Getting Pr epar ed: A 2010 R eport On R ecent H i g h Sc hool

Graduat es Who Took Devel o pmental/ R emed ial Courses.http://www.mnscu.edu/media/newsreleases/2011/pdf/1_getting_prepared.pdf

Percentage of students at two-year and four-year institutionsrequiring remediation, 2 8



Many College Students Fail to Return Their

Sophomore Year and Go On To Earn Degrees

23Source: National Center for Higher Education Management Systems (2008). R et ention Rat es -

First -Ti me College Fr eshmen R et urning Their Sec ond Y ear ; Graduation Rat es.http://www.higheredinfo.org/

0%

20%

40%

60%

80%

Completion (4-Year)Persistence (4-

Year)Persistence (2-Year)

56%

75%

54% 58%

77%

53%



Many College Students Fail to Earn a

Degree in Minnesota

24Source: NCES. IPEDS Graduation Rat e Sur vey , analyzed by National Center for Management of Higher Education Systems.

Percent of students earning a bachelor¶s degreewithin six years in Minnesota, 2 7



The Majority of Graduates Would Have Taken

Harder Courses, Particularly in Mathematics

25Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge: Ar e H i g h Sc hool Graduat es Pr epar ed for College and Wor k ? Minnesota, DC: Achieve.

Would have taken

more challenging

courses in at least

one area

Math

Science

English

Knowing what you know today about the expectations of college/work «



A MORE RIGOROUS & RELEVANT

HIGH SCHOOL EDUCATION WILL

OPEN DOORS FOR STUDENTS ± AND KEEP THEM OPEN



27

Personal Benefits of Education in Minnesota

While there may be jobs available to high school dropouts and

graduates, they often pay l and off r l c rit y than jobs

held by those with at least some postsecondary experience.

The link between educational attainment and gainful employmentis clear:

More education is associated with higher

earnings and higher rates of employment.



28Source: U.S. Census Bureau (2010). C urr ent Po pul ation Sur vey . Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html

Personal Benefits of Education in Minnesota

Minnesota Statisti c s: Total Unempl oy ment : 9%, M ean Inc ome: $44,7 00



29Source:Carnevale, Anthony P. et al. (June 2010). Help Want ed: Proj ec tions of Jobs and E duc ation R equir ements Throug h

2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Analysis based on author¶s analysis of March 2008 CPS data.

Benefits to Education



30Source: ACT (2010). ACT 2009 R esul ts. http://www.act.org/news/data/09/states.html ; College Board. M ean 2010 S AT Sc or es by Stat e. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf

Minnesota¶s Students Taking College

Admissions Exams

2 1 Minnesota U.S.

Participation in ACT 70% 47%

Average ACT Score 22.9 21

Participation in SAT 7% 47%

Average SAT Score 1781 1509



31Source: ACT (2010). College R ead iness Benc hmar k Attainment by Stat e.http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_leftnav&utm_medium=web#benchmark

Students Meeting College Readiness

Benchmark

U.S.

MN

0%

20%

40%

60%

80%

English, 2010Reading, 2010

Math, 2010Science, 2010

All4

tests, 2010

66%

52%

43%

29%

24%

79%

65%61%

42%

35%

Percentage of ACT-tested graduates who met or

exceeded the College Readiness Benchmark

Not e: A benc hmar k sc or e ind i c at es a 50% c hance of obtaining a Bor hi g her or about a 7 5% c hance of obtaining a C or hi g her in the c orr es pond ing c r ed it -bearing c ollege c ourses.



32Source: College Board (2011). AP R eport to the Nation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf

Students Participating in Advanced

Placement and Exceeding College and Career

Readiness

Percent of all 12th Graders Participating inAdvanced Placement (2 8)



THE SOLUTION:

STATE-LED EFFORTS TO CLOSE THE

EXPECTATIONS GAPAll students deserve a world-class education that

prepares them for college, careers and life.



The College- and Career-Ready Agenda

34

Align high school standards with the demands of collegeand careers.Align high school standards with the demands of collegeand careers.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Build college- and career-ready measures into statewidehigh school assessment systems.Build college- and career-ready measures into statewidehigh school assessment systems.

Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.



Minnesota¶s Commitment to Closing the

Expectations Gap to Date

35

In 2 6 Minnesota adopted college- and career-ready graduation

requirements, including a requirement for all students to

complete Algebra I in 8th grade.

Minnesota adopted the Common Core State Standards in

English Language Arts in September 2 1 .



How Minnesota Can Continue to

Build on its Momentum«

«Realize the promise of the Common Core State Standards by

implementing them fully and successfully, taking into consideration the

related curricular and policy changes.

«Adopt college- and career-ready standards in mathematics.

«Develop or adopt an assessment system capable of measuring college-

and career-ready content that will let students know if they are ready for

credit-bearing coursework before they graduate high school and this is

honored by institutions of higher education as a placement instrument.

«Continue to make progress on the state¶s data collection efforts,

particularly around making student data available to relevant stakeholders

and linking K-12 and postsecondary student-level data.

«Re-examine the state¶s K-12 accountability system to determine how it

can reward measures of college and career readiness, in alignment with the

state¶s standards and course requirements.



HOW WELL IS MINNESOTA

PREPARING ALL

STUDENTS FORCOLLEGE, CAREERS AND

LIFE

Minnesota State Education Data Profile - May 2011

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