Minnesota Measures 2007 Report on Higher Education Performance “In our knowledge-based economy, Minnesota relies heavily on our higher education institutions to respond to change and keep our state competitive. Every college in Minnesota must play an important role.” – Governor Tim Pawlenty T A B L Table of Contents E O F C O N T E N Executive Summary 4 T S Introduction 7 College Readiness and Preparation 8 About the Report and the Data 9 Goal One: Improve success of all students, particularly students from groups traditionally underrepresented in higher education. 10 College Participation 11 Retention 12 Degree Completion 13 Achievement Gap 19 Degree Attainment 21 Goal Two: Create a responsive system that produces graduates at all levels who meet the demands of the economy. 22 Degree Production 23 Degree Alignment 24 Goal Three: Increase student learning and improve skill levels of students so they can compete effectively in the global marketplace. 28 Learning Outcomes 29 Goal Four: Contribute to the development of a state economy that is competitive in the global market through research, workforce training and other appropriate means. 30 Research and Discovery 31 Goal Five: Provide access, affordability and choice to all students. 34 Access 35 Net Prices 37 Affordability 39 Next Steps 42 Appendix 44 A. Advisory Participants 45 B. The Process 46 C. Tuition Rates 47 D. Rankings 47 E. Definitions, Terms and Sources 49 Minnesota Measures - February 2007 3 Minnesota Measures A report on higher education performance Executive Summary In 2005, Governor Tim Pawlenty and effectiveness. While Minnesota excels the Minnesota Legislature charged the in some areas, more often it performs Minnesota Office of Higher Education at or near the national average on with developing an accountability system indicators important to the state’s to measure the higher education sector’s educational and economic vitality. effectiveness in meeting state goals. Minnesota’s leaders recognized that the The growing international competition knowledge, creativity and intellectual for intellectual capital cannot be ignored. capacity of the state’s people are the Throughout this report, Minnesota is most promising strategic advantage in compared most often with other states a global economy. because such comparisons are readily available. However the true challenge The purpose of this report is to provide to Minnesota’s economy and quality of information that will lead to educational life comes from rapidly developing nations improvement and inform policy discussions including China and India. Long admired relating to higher education. Policymakers, for its higher education excellence, the employers and educators were involved U.S. now finds its leadership position in a process to develop five state goals challenged by efficient, results-driven which serve as the organizing framework schools in countries that are educating for this report.1 more of their citizens to more advanced levels than the U.S.2 The American higher Minnesota cannot rest on past success. education system may no longer be the To compete effectively, the state must best in the world, making the development build on its educational strengths and of international benchmarks an imperative identify and address weaknesses head for global competitiveness.3 on. Among states, Minnesota ranks favorably on several key educational For Minnesota to lead consistently in measures such as high school graduation higher education, the first step is to rates and the percentage of the state’s lead on accountability. Minnesota citizens who possess college degrees. Measures 2007 is the first of a planned These select facts, however, in the series of annual reports. The focus of the absence of a more comprehensive set report will evolve in the future so it can of measures, paint an incomplete picture be an effective state policy tool and an of Minnesota’s higher education agenda for improved focus and quality. 4 Minnesota Office of Higher Education E X E C U T I V E S U M Improve success of all students, particularly students from groups M A GOAL ONE R traditionally underrepresented in higher education. Y Goal one addresses the rates at which When compared nationally, The data suggest Minnesota is not students are pursuing, persisting Minnesota’s college participation as prepared as it should be for the toward and completing their college and graduation rates are favorable, demographic shift occurring in its degrees in Minnesota. The goal though there is considerable room population. As growth occurs almost presumes that the primary role of for improvement. exclusively among young people of colleges and universities, regardless color, the state’s failure to address of unique institutional missions, Most concerning is a consistent gap the achievement gap at all levels is enrolling students who fit the profile between the college participation and of education will constrain future of the institution and helping those degree-earning rates of black, Hispanic growth and opportunity. students learn, develop and move and American Indian students and through their chosen program to their Asian and white counterparts. completion. Create a responsive system that produces graduates at all levels GOAL TWO who meet the demands of the economy. An effective higher education sector public benefit to the state’s quality of provide specifics about the number is dynamic and produces graduates life and economy. This goal considers and proportion of degrees awarded with current and relevant skills, the alignment of degrees awarded in science, mathematics, engineering, knowledge and abilities who are with the needs of Minnesota. technology and health care fields. needed and valued in the Minnesota On these measures, Minnesota’s economy. Colleges and universities, On measures of degree production performance is mixed. whether public or private, offer both at all levels, Minnesota is about a private benefit to individuals and a average among states. The data also Increase student learning and improve skill levels of students GOAL THREE so they can compete effectively in the global marketplace. Higher education has not made comparisons can be made do not the same progress as K–12 in currently exist. Future indicators for implementing measures to assess this goal may be developed to assess student learning. While student Minnesota student learning based on learning is the essential purpose professional certifications, graduate of higher education, clear indicators program entrance assessments and by which state and international other measures. Minnesota Measures - February 2007 5 Minnesota Measures A report on higher education performance Contribute to the development of a state economy that is competitive in the GOAL FOUR global market through research, workforce training and other appropriate means. Goal four recognizes the important As the state’s only land-grant institution, Providing responsive and customized role academic research and employee the University of Minnesota has a mission of workforce training to employers was also training play in determining the competitive academic research and contributes in ways identified as an objective for the state. position of the state in the global economy. that warrant separate measurements. The However, standard benchmarks are not While employers perform a substantial available studies suggest that the University yet available for comparing Minnesota’s amount of research and conduct of Minnesota must expand its research effectiveness on this indicator. workforce training for their employees, capacity and funding significantly to achieve so too do the state’s public institutions its aspiration to be considered among the of higher education. top research institutions in the world. GOAL FIVE Provide access, affordability and choice to all students. The cost of attending college continues students attending public and private comparable affordability measures to rise, requiring a greater financial institutions. Goal five presumes that all from state to state or other nations. commitment from students and their Minnesotans who stand to benefit from These indicators illustrate the growing families in order to pursue and complete higher education should be reasonably financial expectations placed on students a college degree. Minnesota supports able to access and afford it. and their families and offer educators the values of access, affordability and and policy-makers ways of looking at choice in higher education through The measures in this goal provide the real impact of tuition and fee development of a large public system information on student enrollment, increases on students. of colleges and universities and a need- net price, borrowing and financial based financial aid program that serves expectations. It is difficult to ascertain The charge to the Minnesota Office of Higher Education was to provide useful information on the performance of the higher education sector. Minnesota Measures is a work in progress, with next steps identified on page 42 of this report. It is up to state and educational leaders to provide the vision, identify priorities and set targets needed to move Minnesota forward. 6 Minnesota Office of Higher Education E X E C U T I V E S U M M Introduction A R Minnesota is home to more than 150 inform policy decisions relating to Y - public and private higher education higher education. The report will I N institutions serving more than 350,000 be a dynamic tool