Five questions: A guide to evaluating education policy

As we brace for the next onslaught of political campaigning, education policy will be on the minds of both politicians and voters. As various proposals are put forth, it is useful to have a framework for evaluating how well they serve our state. At the Minnesota Private College Council, we begin with this key fact: Minnesota will need to nearly double its production of bachelor’s degree recipients within the next decade to meet the economy’s needs. Education policy proposals should address this fact.

Here are five good questions to ask when evaluating an education policy proposal:

Will it increase the number of high school graduates who are ready for college?
Since taking rigorous courses in high school is related to success in college, it is important to increase the depth and diversity of high school offerings. K-12 and higher education curriculum requirements must go hand-in-hand. Proposals should offer realistic means to design, implement and administer programs across the state that increase the number of high school graduates ready for college.
Will it increase the number of students who complete at least a bachelor’s degree in a timely manner?
Long-term vision for the state requires that more students enroll and complete a postsecondary degree. For the state to increase enrollments at postsecondary institutions, we must remove barriers to obtaining accurate information, paying for college and receiving adequate academic preparation. Proposals also should target programmatic and financial support to students not currently on a college enrollment path since they are the ones who need it most.
Does it increase the research capacity or performance at the University of Minnesota?
Providing the University with the power to consistently strengthen its research capacity and functions is critical to keeping our state competitive.
Does it provide incentives for families and students to pursue college and for higher education institutions to use resources efficiently?
In the coming decade more than 60 percent of Minnesota’s high school students will be the first in their families to attend or complete college. Without this family history of college participation, these students will need early and consistent information on preparing for college as well as assistance with the transition to college. Effective proposals also should include grant assistance that makes college feasible for these students.
Does it offer a long-term investment strategy which places subsidies where they are most needed and rewards institution performance against international competitive standards?
Successfully competing internationally will require Minnesota to make the entire higher education system more productive, not simply increasing the number of graduates prepared to work in a few key areas. A long-term investment strategy — one that links appropriations for higher education systems, student financial aid and investments in preK-12 to a comprehensive framework — is key to improving Minnesota’s future.

According to the Minnesota Chamber of Commerce, "Maintaining a highly skilled and well-educated workforce is essential to a strong economy in Minnesota. The business community believes and expects that it is not unreasonable to demand that education makes improvements through wiser and more efficient spending."

Long-term vision and effective allocation of resources is critical to meeting the state's education challenges.