9/13/05
In college prep, some small rural high schools do much better than large suburbs
by Joe Nathan
A fascinating new report shows that Caledonia and other strong rural high schools have important lessons to teach the state, including some suburban communities.
ìGetting Preparedî by the University of Minnesota and the Minnesota State College and University System (MnSCU) shows many rural high schools are doing much better at preparing students for Minnesotaís public colleges and universities.
Only 17% of Caledoniaís 2000-2003 graduates who entered a Minnesota public university took a ìdevelopmentalî or ìremedialî course. Thatís much less than the statewide average of 36%. 31% of 2000-2003 Caledoniaís graduates entered a Minnesota public college or university shortly after graduating, somewhat below the statewide average of 49%.
Here are the facts:
ï 36% that took at least one ìdevelopmentalî or remedialî course in reading, writing or math is up slightly from 1999 graduates. 33% of these students took a developmental course. Thatís a LOT of graduates, not fully prepared in the ì3 rís.î
ï Students were least ready for college work in math. 28% of graduates took a remedial course in math, 14% in writing and only 9% in reading.
ï Almost half: 46% of the students entering Minnesotaís 2 year public community or technical colleges took at least one remedial course.
ï The numbers were much less at four-year state universities (29%) and the University of Minnesota (8%).
Remedial courses are expensive for families and taxpayers. This spring MnSCU officials estimated the cost at about $10 million a year - roughly half from families and students, and half from taxpayers.
What do these numbers mean?
First, Caledonia did better than many suburbs. A few examples, with percentages of students who enrolled in a Minnesota public college or university, and took at least one developmental course: Anoka (40%) Blaine (41%), Bloomington Kennedy (44%) Coon Rapids (45%) Eagan (40%), Lakeville (34%), North St. Paul (48%), Rosemount (43%), Simley, Inver Grove Heights (41%), Tartan (41%), White Bear Lake South Campus (49%).
Some suburban high schools sent a somewhat higher, some similar or slightly lower percentage of students than Caledonia to public universities. For the full report, see www.mnscu.edu/media/publications/pdf/gettingprepared05.pdf.
Some rural high schools do an incredible job. 61% of St. Clairís graduates go to public colleges and universities, and only 13% took remedial courses. Less than 20% of graduates in Clinton-Graceville, Foley, Goodhue, Janesville-Waldorf-Pemberton, Melrose, Minnesota New Country in Henderson and Pipestone took remedial courses at public Minnesota universities. Only 16% of Blooming Prairie graduates took a remedial course, while 63% entered a public university.
Blooming Prairie superintendent Barry Olson offers several reasons. First, ìbeing small allows us to know students well, and see who needs help.î Next, Blooming Prairie requires four years of math, and has a strong math department. Finally, their required senior English class spends a semester on composition and research, and a semester on literature. Blooming Prairie is serious about high expectations for all.
Bigger high schools are not necessarily better. High expectations, small schools and focus on academics are better.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
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