Minnesota is not measuring up: generation underprepared
For the first time in U.S. history, the next generation will be less prepared for college than the one before it, according to a national report card on higher education released in early September by the National Center for Public Policy and Higher Education. The 2006 Measuring Up report cards compare individual states as well as the U.S. to other countries: “American higher education on the whole is under-performing and is being out-performed by many other nations,” said Patrick M. Callan, president of the independent research group.
Total Degrees/Certificates Awarded Per 100 Students Enrolled in 2004.
Source: Measuring Up 2006 report
Further comparison of Minnesota to other nations emphasizes the notion that a higher bar is being set internationally. Korea, Japan, Canada and Switzerland are some of the nations out-performing our state. Although Minnesota received mostly A and B grades on its report card, it is clear that performance in all areas is inadequate in international comparisons, especially in educational participation and completion.
Pipeline challenges
The report points to key weaknesses in Minnesota’s K-16 pipeline:
- Statistics show that the state has failed to make significant progress on increasing high school graduation rates. Rates were relatively stable — at 93 percent in 2004 compared to 92 percent in 1992.
- Fewer than half of students are taking courses to prepare them for college. Only 16 percent of Minnesota eighth graders take algebra, a key gateway course to college prep mathematics. Furthermore, only 46 percent of high school students take any upper-level math courses. Even fewer students, 29 percent, take an upper-level science course.
- A greater percentage of high school graduates enroll in college as compared to 12 years ago, but fewer students are completing high school in four years — a negative indicator for workforce development.
Challenging news regarding diverse populations
Although the report’s authors give Minnesota an “A” in college participation, minimal attention is given to Minnesota’s startling racial and ethnic gaps in education. Only 26 percent of African Americans and 18 percent of Hispanic/Latino adults aged 25-64 had at minimum an associate’s degree in 2000 compared to 40 percent of whites.
Similar findings for younger adults (aged 25-34) were found by the Minnesota Private College Research Foundation’s analysis of 2000 census data. Eighteen percent of African American and 44 percent of Hispanic/Latino adults aged 25-34 in Minnesota never completed high school compared to 4 percent of whites of the same age. With the demand for college educated workers rising, 37 percent of whites aged 25-34 completed at a minimum a four-year degree. However, only 16 percent of African American and 13 percent of Hispanic adults aged 25-34 in Minnesota completed a four-year degree. As Minnesota’s ethnic diversity increases, these lagging educational attainment rates for minority populations will have amplified effects.
The affordability barrier
Minnesota’s lowest grade, “D,” was for college affordability. Compared with the best performing states, families in Minnesota devote a large share of family income to attend college. Higher education in Minnesota has become less affordable for low-income families over the past 12 years. The poorest 20 percent of families would have to spend 59 percent of their 2005 annual income after financial aid to attend a public four-year college in Minnesota as compared to 42 percent in 1992. The richest 20 percent of families in Minnesota would have to spend nine percent of their income to pay net educational costs in 2005.
While the state received positive feedback for its investment in need-based financial aid, its failure to increase participation rates of students has significant economic consequences. The report’s authors calculate that total personal income in Minnesota would rise by $1.6 billion if all ethnic groups achieved the same educational attainment and earnings as whites.
It is worth noting that the state’s investments in need-based grants to low-and middle-income college students have not been adequate. While tuition and fees have increased, the average State Grant award fell 14 percent in constant dollars over the last five years for students at Minnesota’s public and private colleges.
The report card suggests that Minnesota should focus on closing achievement and attainment gaps between whites and minorities and making college more affordable for low-income families. Sound, future-focused public policy in the areas of K-12 education, higher education and need-based student financial aid will help ensure a strong economic outlook for the next generation.