9/6/06
Approach the new school year with caution and challenge
Congratulations, caution and challenge. Thatís how Iím approaching the new school year. Frankly, many Minnesota families can NOT assume that their high school graduates are fully ready for college. Two recent national studies, plus a 2005 Minnesota study explain what I mean.
The first study shows that Minnesota high school students are number one in the country on the American College Test (ACT) college entrance test. That merits congratulations to students, families and educators.
That same study reminds us of the challenge. While young Minnesotanís did better than their peers around the country, well less than half if Minnesotaís students taking the test scored high enough for ACT to be fully prepared for college.
Another new national study shows the cost of not being well prepared. ìPaying Double: Inadequate High Schools and Community College Remediation,î by the Washington DC based Alliance for Excellent Education says the nation loses more than $3.7 billion a year because ìtoo many students are not learning the basic skills needed to succeed in college or work while they are in high school.î
A 2005 report shows that forty-two percent of Forest Lakeís 2000-2003 graduates who entered a public college or university took a ìdevelopmentalî or ìremedialî course. Thatís over than the statewide average of 36%. And 52 % of 2000-2003 Forest Lake graduates entered a Minnesota public college or university shortly after graduating, again, just over the statewide average of 49%.
Forest Lake did about as well, or better than many suburbs. A few examples, with percentages of students who entered a Minnesota public college or university and took a developmental course: Anoka (40%) Blaine (41%), Bloomington Kennedy (44%) North St. Paul High School (48%), Rosemount (43%), Simley -Inver Grove Heights (41%), Tartan (41%), White Bear Lake South (49%).
Some suburban high schools sent a somewhat higher, some similar or slightly lower percentage of students than Forest Lake to public universities.
. Rural Minnesota has all 50 of the high schools with the lowest percentage of students entering Minnesota public colleges or universities, and taking remedial courses. . 61% of St. Clairís graduates go to public colleges and universities, and only 13% took remedial courses. Less than 20% of graduates in Caledonia, Clinton-Graceville, Foley, and Hendersonís Minnesota New Country and Pipestone took remedial courses at public Minnesota universities.
Statewide:
* 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
* 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.
* Almost half: 46% of the students entering Minnesotaís 2 year public community or technical colleges took at least one remedial course.
* The numbers were much less at four-year state universities (29%) and the University of Minnesota (8%).
For the full report, see
www.mnscu.edu/media/publications/pdf/gettingprepared05.pdf
Youngsters need to be challenged, not only by educators but also by their families. Otherwise, families will end up paying twice for basic skills students should have learned before entering college.
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.
HometownSource.com
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