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Getting Prepared


 

Getting Prepared 2015 provides a measure of college readiness of Minnesota public high school graduates.

Getting Prepared 2015

What is Getting Prepared?

Getting Prepared reports the college developmental educational activity of Minnesota public high school graduates enrolling in Minnesota postsecondary institutions within two years of high school graduation. The report fulfills the legislative mandate Minnesota Statutes 13.32, subdivisions 3 and 6. The report does not include data about private high school graduates.

What is developmental education?

Developmental education refers to postsecondary programs preparing students for success in college-level work, if the college determines that students require help. Colleges make this determination based on college entrance exam scores or other college testing services. "Developmental education," as referenced in Minnesota Statutes 13.32, can imply repeating course material that the student did not learn adequately earlier in high school for example. Or more broadly may encompass pre-college-level education and other academic support services that a college feels might benefit students for any reason.

It should be noted that while postsecondary institutions typically assess the academic readiness of high school graduates for college level academic coursework, students can enroll in a variety of technical programs requiring less than college-level skills in reading, writing and/or math. College students can graduate with postsecondary occupational certificates or diplomas and obtain a living wage job without being assessed college ready.



Delve into our Getting Prepared Infographic from the 2014 report.


Getting Prepared 2015


Report Summary Highlights

Overall, Minnesota does well in moving students from public high school to college, but not all graduates enrolling in college are at the same academic preparedness.

[Note: unless otherwise indicated, the term "college" references any type of postsecondary institution, including both academic and vocational training.]

  • Disparities in developmental education enrollment exist for key groups of students: students of color, non-native speakers and lower income students.
  • Minnesota State Colleges and Universities (MnSCU) serves almost all graduates enrolling in developmental education.
  • Overall developmental education rates for the state are stable, though the percent of enrollees at state colleges needing developmental education increased. This is, in part, due to a decrease in the percent of four-year college students enrolling in developmental education.

College Enrollment & Developmental Education

Most public high school graduates enrolled in college within two years after graduation, and one in four enrolled in developmental education during that same period.

Most public high school graduates enrolled in college within two years after graduation

Source: Minnesota Office of Higher Education


Development Enrollment Trends

In Minnesota, the percent of public high school graduates enrolled in one or more developmental credits during fall term has remained relatively stable at 29 to 27 percent between 2007 and 2012. (Report page 16)

The Percent of High School Graduates Enrolled in Developmental Courses Appears Stable (27%-29%) from 2007-2012

The percent of High School Graduates enrolled in Developmental Courses Appears Stable (27%-29%) from 2007-2012


Two-Year Colleges

State rates mask differences in developmental education course-taking within college sectors. (Report page 17)

Approximately half of all high school graduates enrolled in public two-year colleges participated in developmental education courses within two years of graduation from high school. Private for-profit colleges range between 15 and 19 percent.

Percent of Recent Graduates at Minnesota Public Two-Year Colleges Enrolled in Developmental Education Is Stable

Percent of Recent Graduates at Minnesota Public Two-Year Colleges Enrolled in Developmental Education Is Stable


Four-Year Colleges

State universities show a decrease in the number of students enrolled in developmental education between 2007 (25%) and 2012 (18%). The percentage of public high school graduates at private not-for-profit institutions and at the University of Minnesota enrolling in developmental education is very low across all years (2%-3%). (Report page 17)

Percent of Recent Graduates Enrolled in Developmental Education Decreasing at Four-Year Colleges

Percent of Recent Graduates Enrolled in Developmental Education Decreasing at Four-Year Colleges


First to Second Year Persistence

Across all classes of graduates, students in developmental education persisted from first to second year at rates comparable to other students but had lower completion rates. (Report page 18)

For the class of 2012, developmental education enrollees persisted from first to second year at rates comparable to peers for every college sector except at private for-profit colleges.

Developmental Education Students have Similar Persistence Rates Compared to Other Students

Developmental Education Students have Similar Persistence Rates Compared to Other Students


Developmental Courses by Student Demographics

Race/Ethnicity

Students of color enrolled at higher rates in developmental education than White students. (Report page 23)

High School Graduates of Color Enroll in Developmental Education at Rates Higher than Whites

High School Graduates of Color Enroll in Developmental Education at Rates Higher than Whites


Economic Status

Public high school class of 2012 enrolled in free or reduced price lunch in high school had higher rates of developmental education enrollment (41%). (Report page 28)

Graduates Enrolled in Free or Reduced-Price Lunch Enroll in Developmental Education at Higher Rates

Graduates Enrolled in Free or Reduced-Price Lunch Enroll in Developmental Education at Higher Rates


High School Type Attended

Graduates of non-traditional public high schools enrolled in developmental education at slightly higher rates than traditional public high school graduates. (Report page 30)

Graduates of Non-Traditional High Schools Enroll in Developmental Education at Rates Higher than Peers

Graduates of Non-Traditional High Schools Enroll in Developmental Education at Rates Higher than Peers


ACT

For the class of 2012, the average ACT scores of students enrolled in developmental education were lower than the scores of students not enrolled in developmental education. (Report page 34)

Developmental Education Students have lower average ACT Composite Scores

Developmental Education Students have lower average ACT Composite Scores


Data by individual public high school can be found in Appendix A(college enrollment) and Appendix B (developmental course-taking).


About the Data

Data for the 2015 report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). Student data on Minnesota public high school graduates from 2007 to 2013 were linked with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled additional data.

Reports prior to Getting Prepared 2014 were limited to information about public high school graduates enrolled in developmental courses only at public institutions - Minnesota State Colleges and Universities (MnSCU) or the University of Minnesota. Starting with the 2014 report, data also includes enrollments at Minnesota private colleges and out-of-state college enrollments along with additional student demographic and high school academic performance data.


Previous Getting Prepared Reports


 

Related Information in Minnesota Measures