Accountability report

Minnesota Measures

2009 Report on Higher Education Performance

“Building Minnesota’s world-leading status in the knowledge
economy requires us to set goals for higher education and
measure results. This report gauges outcomes so we can
focus on strategies for improvement in productivity and
student success.”
– Governor Tim Pawlenty

Acknowledgements
The Office of Higher Education thanks the Minnesota State Colleges and Universities,
the University of Minnesota, the Minnesota Private College Council and the Minnesota
Career College Association for their participation and assistance in this process.

Table of Contents TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
College Readiness and Academic Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Minnesota College Enrollment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Goal 1: Improve success of all students, particularly students from groups traditionally underrepresented
in higher education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

College Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1A: What percentage of Minnesota high school graduates enroll in postsecondary education in the
year following graduation?

Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
1B: Are first-time students being retained in the second year?

Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1C: How do Minnesota institutions compare on college graduation rates?

Achievement Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1D: Are undergraduates from all racial and ethnic groups enrolling in higher education at equal rates?
1E: Are undergraduates from all racial and ethnic groups completing postsecondary programs at
similar levels?

Goal 2: Create a responsive system that produces graduates at all levels who meet the demands
of the economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Enrollment Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2A: What are the Minnesota postsecondary enrollment rates by age group?

Online Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2B: Are Minnesota’s colleges and universities meeting the demand for online learning?

Degree Attainment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2C: What percentage of the state’s working-age population possess a postsecondary degree?
2D: What is the proportion of undergraduate awards conferred to full-time enrollment?

Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2E: Are Minnesota’s students choosing programs and majors that lead to occupations in demand?
2F: Are Minnesota students from all racial and ethnic backgrounds choosing programs that lead to
occupations in demand?

Occupational Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
2G: Are Minnesota’s colleges producing graduates to fill high demand and high paying jobs?

Goal 3: Increase student learning and improve skill levels of students so they can compete effectively
in the global marketplace. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Learning Outcomes Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3A: How is student learning currently measured through standardized tests at Minnesota
postsecondary institutions?

Student Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
3B: Are Minnesota students fully engaged in the educational process?

Graduate Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
3C: How are Minnesota postsecondary institutions preparing their graduates for further study?

Minnesota Measures - 2009 Continued
1

Certification and Licensure Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3D: How do graduates of Minnesota programs compare to students nationally and in peer states on
certification and licensure exam pass rates?

Preparation for Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3E: How satisfied are Minnesota employers with recent graduates of Minnesota postsecondary institutions?

Goal 4: Contribute to the development of a state economy that is competitive in the global market through
research, workforce training and other appropriate means. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Research and Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4A: What is Minnesota’s relative position in its national share of academic research?
4B: How does the University of Minnesota compare to other flagship research institutions?
4C: What are the total expenditures on research and development as a proportion of gross
domestic product?

Workforce Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4D: What is the activity at Minnesota State Colleges and Universities in customized and contract training?
4E: How are Minnesota postsecondary institutions meeting the workforce training needs of
employers in the state?

Goal 5: Provide access, affordability and choice for all students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Student Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5A: Where do low-income students enroll?

Net Prices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5B: How do tuition and fees at Minnesota institutions compare to the tuition and fees
at colleges nationally?

Affordability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
5C: What is the net price of higher education in Minnesota by student and family income?

Borrowing Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
5D: To what extent are Minnesota undergraduates borrowing to finance their education?

Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Appendix: Terms, Definitions and Data Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

This document can be made available in alternate formats for people with disabilities. Minnesota Office of Higher Education

2

Minnesota Measures INTRODUCTION

A report on higher education performance

Executive Summary

Now in its third year, Minnesota institutions in the state” [Minnesota While the state’s higher education
Measures provides policymakers and Session Laws 2005]. It is a tool to aid systems and many institutions are
educators with a statewide look at Minnesota policymakers in the actively engaged in implementing
higher education effectiveness in the difficult and important work of accountability measures specific to
context of broad state objectives and providing the vision, identifying their operations, Minnesota Measures
national and international performance priorities and setting goals needed provides a statewide perspective on
comparisons. In challenging economic to move Minnesota forward to lead the postsecondary sector as a whole.
times, Minnesotans have historically in the information age. Comparisons with Big 10 “peer states”,
turned to higher education to upgrade the national average and other
their skills or earn a degree that will Minnesota students and taxpayers countries, where possible, help to
give them an advantage in a contracting value and support higher education. identify broad areas in which
job market. Minnesota’s higher State taxpayers provide more than Minnesota excels and others where
education sector will play a key role $1.3 billion annually to the state’s improvement may be needed.
in the state’s economic recovery, which public colleges, universities and
is why the collective effectiveness of financial aid programs. Over the last How were the goals developed?
higher education in Minnesota is so 10 years, state lawmakers have In 2005 and 2006, educators,
critical today. approved millions in funding for policymakers, employers and other
capital bonding for construction, leaders were involved in a process
This report is produced in response remodeling and repair of state-owned to identify broad goals and indicators
to legislation passed in 2005 requiring higher education facilities. In addition, of success. Five goals emerged, which
the Minnesota Office of Higher Minnesota students and their families serve as the framework for this report.
Education to “develop and implement pay tuition and fees to institutions across In 2009, the Office of Higher Education
a process to measure and report on the state with an expectation, in will invite public discussions on each of
the effectiveness of postsecondary return, of academic quality and value. the goals and corresponding indicators.

GOAL ONE Improve success of all students, particularly students from groups traditionally
underrepresented in higher education.

GOAL TWO Create a responsive system that produces graduates at all levels who meet the
demands of the economy.

GOAL THREE Increase student learning and improve skill levels of students so they can compete
effectively in the global marketplace.

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.
Executive Summary
GOAL FIVE Provide access, affordability and choice for all students.

Minnesota Measures - 2009 3

Executive Summary, continued

The Good News • Economic responsiveness: Areas of Concern

Minnesota is a leader among states in Minnesota’s higher education Feedback received from policymakers
many areas important to the state’s sector is responding to employment from the first two editions of
vitality, workforce and quality of life. demand in many critical and Minnesota Measures in 2007 and
growing fields by producing 2008 pointed to a need for more
• College participation: Nearly graduates to fill high demand/high specific identification of areas where
paying occupations identified by the performance is low and improvements
seven out of 10 Minnesota high Minnesota Department of are needed in Minnesota postsecondary
school graduates are enrolling Employment and Economic institutions.
directly in college following Development through 2016. In a
graduation. The rate at which high 2008 survey of Minnesota employers • College readiness and
school graduates enroll directly in conducted for the Minnesota Office preparation gap: Vast disparities
college is known as the college of Higher Education, 96 percent of
participation rate. In Minnesota, employers rated the employment persist in the academic achievement
68.4 percent of high school preparation of Minnesota college among groups of high school
graduates enroll within the year graduates as either good (77 percent) students. On average, low-income
following graduation, the ninth or very good (19 percent). students and students who are
highest participation rate in the Black, American Indian or Hispanic
country. This rate, when considered • Participation in learning posted dramatically lower-than-
with Minnesota’s nation-leading assessments: On measures of average scores on Minnesota
high school graduation rate, Comprehensive Assessments as well
demonstrates that high school student learning, many public and as the ACT college entrance exam.
graduates are navigating the high private institutions are implementing The ACT is taken voluntarily by
school to college transition with learning assessments and surveys to about 70 percent of high school
some degree of success. The state’s gauge the value added by higher students, all of whom presumably
participation rate has increased education. For example, the have college aspirations. As
slowly but steadily over the last Minnesota State Colleges and Minnesota grows increasingly more
15 years. Universities system, which enrolls diverse, effectively addressing this
more than half the undergraduates achievement gap becomes an
• Educational attainment: in Minnesota, began requiring its urgent moral and economic
institutions to conduct a standardized imperative.
Minnesota leads the nation and survey of student engagement at
many developed countries in the least biennially in 2008. National While not directly accountable
percentage of its population with discussions on the importance of for the readiness of high school
an associate degree or higher. learning assessment and how best graduates, Minnesota’s public and
For the period 2005 through 2007, to accomplish this task are ongoing. private colleges are increasingly
39.9 percent of adults 18 to 64 years These may someday lead to the identifying ways to reach out to the
old possessed an associate degree availability of widespread learning K-12 system in general and partner
or higher, the fourth highest and engagement outcomes for with local middle and high schools
percentage among states. As a Minnesota institutions that can in particular to improve academic
regional economic hub, the Twin be compared nationally and rigor and college awareness.
Cities metropolitan area has internationally.
traditionally drawn degree holders
from other states, contributing to
the educational attainment level
of Minnesota residents.

4 Minnesota Office of Higher Education

INTRODUCTION

• College completion for • Affordable college options:
students of color: Three years
Minnesota’s gross and net tuition
of data suggest students of color and fees were higher than the
(particularly Hispanic, American national average for most public
Indian and Black students) are and private institutions. The net
completing two- and four-year price of attending college plays
degrees at lower rates than their a critical role in understanding
White counterparts. This is true at student access and is reflected in
both two- and four-year colleges. the college choices students make.
For example, 56 percent of White Minnesota undergraduates from
students initially enrolled at two- families with annual incomes less
year colleges either graduated or than $30,000 were much more likely
transferred to another institution to attend public two-year institutions
after three years, compared with than any other option; students
33 percent of American Indian, from families with annual incomes
44 percent of Black and 35 percent of $60,000 or more were more likely
of Hispanic students. The remainder to enroll in private colleges and the
neither completed nor transferred. University of Minnesota. This and
This and other data suggest the other enrollment patterns suggest
achievement gap persists into that price is driving college choices
postsecondary education and and may be limiting program and
solutions to improve student college options for low-income
success rates are needed. students.

• Productivity and completion Executive Summary
rates: Learning for the sake of

learning is important; but for
degree-seeking students, program
completion is what matters. Among
states, Minnesota’s three-year, four-
year and six-year graduation rates
are at the national average. While
graduation rates as calculated at
the federal level are a less-than-
perfect measure of productivity,
the rate is widely and consistently
used by colleges and national
organizations. An alternative
measure of degree completion –
awards conferred as a proportion
of full-time enrollment – confirms
a need to focus on getting students
through to degree completion.
Minnesota’s public and private
colleges have focused on degree
completion in recent years, and
improvements in the state’s
graduation and related measures
are expected to improve in the
near term.

Minnesota Measures - 2009 5

College Readiness and Reading Grade 10 Reading Grade 10
Academic Preparation Minnesota Comprehensive Minnesota Comprehensive

The effectiveness of the higher Assessment Assessment
education sector depends, in part, Results by Income 2008 Results by Race/Ethnicity 2008
on the preparation of new students Minnesota Public Schools
entering the state’s colleges and Minnesota Public Schools
universities directly out of high school. 100%
Students completing more rigorous 100%
courses in core academic subjects in 48% 80% 71%
high school consistently score higher 48% 58% 36% 42% 78% 71%
on standardized tests and college 50% 20% 29% 50%
entrance assessments. These students
are more likely to participate and 52% Not low All 52% 42% 64% 58%
succeed in college. income students 22% 29%
0% (46,983) (65,089)
Two exam results illustrate the Low 0%
academic strengths and weaknesses
of Minnesota high school students: income American
the Minnesota Comprehensive (18,106) Indian
Assessments and the ACT exam. Asian
Black
Minnesota Comprehensive
Assessments Hispanic
White
Minnesota Comprehensive Assessments All
measure student progress toward
Minnesota’s academic standards for students
K-12 education. All public school
students in grades three through eight Meets or exceeds standards Meets or exceeds standards
take reading and mathematics Does not or partially meets standards Does not or partially meets standards
assessments. Students in grade 10 take
reading assessments and students in Note: Low income students are eligible for free or Source: Minnesota Department of Education
grade 11 take mathematics reduced price lunch. Families are eligible based on
assessments. income and family size.
Source: Minnesota Department of Education
The statewide results of public high
school students in 2008 indicate Mathematics Grade 11 Mathematics Grade 11
71 percent were meeting the minimum Minnesota Comprehensive Minnesota Comprehensive
competency standards set by the
Minnesota Department of Education in Assessment Assessment
reading and 34 percent in math. Gaps Results by Income 2008 Results by Race/Ethnicity 2008
in math were especially acute for low- Minnesota Public Schools
income students and students of color. Minnesota Public Schools
About 25 percent of public high school
students were low income and about 100% 16% 100% 8% 14%
20 percent were students of color. 11% 38% 34%
40% 34% 31%

50% 50% 86%
85% 60% 66% 89% 69% 92%
62% 66%

0% Not low All 0%
Low income students
(46,625) (61,002) American
income Indian
(14,377) Asian
Black

Hispanic
White
All

students

Meets or exceeds standards Meets or exceeds standards
Does not or partially meets standards Does not or partially meets standards

Note: Low income students are eligible for free or Source: Minnesota Department of Education
reduced price lunch. Families are eligible based on
income and family size.
Source: Minnesota Department of Education

6 Minnesota Office of Higher Education

ACT College Entrance Exam ACT has developed college readiness INTRODUCTION
benchmarks in each of the four testing
Minnesota’s high school graduates areas of its college entrance exams.
posted the highest average Based on ACT research, these
composite score in the nation among benchmarks define the score needed to
states where more than 50 percent have a 75 percent chance of earning a
of students took the ACT. The mean grade of ‘C’ or better in related college-
score was 22.6 out of a possible 36. level courses. Less than one-third of
Almost 69 percent of Minnesota Minnesota’s ACT test takers were
high school graduates took the ACT. academically prepared to succeed in all
While Minnesota had the highest four subject areas: college-level English,
average composite score in the social science, algebra and biology.
nation, a significant proportion of Minnesota students of color and low-
high school graduates were not income test takers were less college
prepared for college-level work, ready overall than white students.
according to ACT.

Minnesota ACT Test-Takers Meeting College Readiness
Benchmarks Set by ACT 2007

100%

78% 56% 62% 56%
50% 57% 35% 44% 35%

0% Algebra (22) Social Science (21) Biology (24) 31%
English (18) College Ready Subject 16%

All Subjects

Low income test takers
All test takers

Note: Low income test-takers had an annual family income of less than $30,000. Eleven percent, or 4,668 test takers,
were low income. Minimum ACT score needed to meet college readiness shown in parenthesis in college subject area.
Source: ACT

Minnesota ACT Test-Takers Meeting College Readiness Benchmarks Set by ACT by Race/Ethnicity 2008 College Readiness and Academic Preparation

ACT Percent College Ready by ACT Score in:

English Composition: Social Science: College Algebra Biology: All Four
score of 18 or score of 21 or score of 22 or score of 24 or Subject Areas
higher in reading higher in math higher in science
higher in English 32%
All students 64% 56% 40% 18%
American Indian 77% 19%
Asian 58% 38% 23%
Black 64% 5%
Hispanic 41% 41% 25% 17%
White 55% 34%
26% 16% 9%
38%
50% 34% 22%
59%
67% 59% 42%
81%

Note: The data in this table are from 2008 whereas the chart above presents 2007 ACT data.
Source: ACT

Minnesota Measures - 2009 7

Minnesota College Minnesota Undergraduate Enrollment by
Enrollment Overview Type of Institution 2007

An overview of who enrolls in Number of Students (in thousands) 120 5,972 19,709 16,668 4,708
Minnesota postsecondary institutions 100 59,376 46,387 49,277 24,408
and student characteristics provides a State 80
context for the indicators throughout colleges 60 119,326
the report. In fall 2007, there were 40
397,059 students enrolled in all types of 2-year 20
Minnesota postsecondary institutions. State
universities0
• Three-quarters of all students were University of
enrolled in undergraduate programs. Minnesota
Private 4-year
• Undergraduates enrolled at four- colleges
year institutions tended to be Private career
age 24 or younger and enrolled schools
full-time.
Graduate
• Two-year institutions had larger Undergraduate
numbers of undergraduates age
25 and older enrolled part time. Source: Minnesota Office of Higher Education
Students of color enrolled at two-
year institutions in higher numbers
than four-year institutions.

• Students of color were 10 percent
of all undergraduates.

Minnesota Undergraduate Enrollment by Age Minnesota Undergraduate Enrollment
and Enrollment Status Fall 2007 by Race/Ethnicity and Enrollment Status Fall 2007

Number of Students (in thousands) 150 Number of Students (in thousands) 120

120 10,797 100

90 80 102,123

60 18,776 113,749 60
30 50,489
0 35,702 13,308 40 41,212 12,989 14,359
22,199 6,617 53,773 11,371 2,779

20
0 11,247

Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time

2-year 4-year 2-year 4-year

Age 25 and older White
Age 24 and younger Students of color

Source: Minnesota Office of Higher Education Source: Minnesota Office of Higher Education

8 Minnesota Office of Higher Education

1Improve success of all students, particularly GOAL ONE
students from groups traditionally
underrepresented in higher education.

From the state’s perspective, success for students in higher education
generally means students entering college will gain the knowledge, skills
and capacity to complete their chosen programs so they are prepared for
a rewarding life. When more students participate in college and complete
degrees, the state benefits in many important economic, cultural and social
ways. No single indicator alone demonstrates student success. Examining
measures such as enrollment, retention and graduation rates by race and
ethnic background begins to paint a picture of the Minnesota experience
in postsecondary education.

In general, students attending more selective public and private institutions
tended to fare better on success measures than those attending institutions
with more open admissions policies. Indicators suggest American Indian,
Black and Hispanic students were generally less successful than their Asian
and White counterparts enrolled in postsecondary education. American
Indian, Black and Hispanic students were more likely to attend college part
time than full time and completed degrees at lower rates than their White
or Asian counterparts. Differences in part-time versus full-time enrollment
and program choices by race and ethnicity are also illustrated here.

Minnesota’s performance on standard measures of retention and graduation,
and the well-known achievement gap for certain populations, are important
and relevant policy concerns.

Minnesota Measures - 2009 9

College Participation

Indicator 1A: What percentage of Minnesota high school graduates enroll in postsecondary
education in the year following graduation?

The rate at which recent high school Minnesota’s college participation rate is
graduates enroll in college is known as notably strong, since it also has one of
the college participation rate.1 the highest high school graduation rates
Specifically, this indicator shows the in the nation. Larger proportions of this
percentage of Minnesota high school age group are graduating and choosing
graduates enrolling in postsecondary to enroll in college immediately after
education within a 12-month period high school than in other states. The
following high school graduation. college participation rate in Minnesota
Minnesota’s performance on this has remained in the mid-60 percent
measure may indicate the effectiveness range since 2001.3
of college awareness initiatives and the
success of college recruiting and Of all 2006 Minnesota high school
outreach targeted to Minnesota high graduates, approximately:
school students. College participation is
also heavily influenced by the academic • 50 percent attended a Minnesota
preparation of high school students. postsecondary institution

Minnesota ranked ninth in the nation • 18 percent attended an out-of-state
in 2006, with 68 percent of the state’s school
2005-2006 high school graduates
enrolling in college directly from • 32 percent did not attend college
high school.2 All state participation within the first year after graduating
rates rose between 2004 and 2006.

Percent of High School Graduates Going Directly to College

Top 3 States 2004 Top 3 States 2006
South Dakota 68.8% Mississippi* 76.1%
New York 67.9% New York 74.4%
North Dakota 67.6% North Dakota 72.3%
65.3% 68.4%
Minnesota (5th) 57.8% Minnesota (9th) 61.9%
Peer States 55.7% Peer States 61.6%
Nation Nation

*Note: Mississippi has one of the lowest high school graduation rates in the nation. It may rank first in college going due
to the likelihood that the small percent who do graduate are more likely to enroll in college. Mississippi ranked 16th in
2004 at 59.9 percent.

Source: National Center for Higher Education Management Systems

10 Minnesota Office of Higher Education

48% 58% 36% 42% 71% GOAL ONE | Improve the success of all students
52% 42% 64% 58% 29%

78%
22%

Participation by race/ethnicity Asian high school graduates enrolled
in Minnesota postsecondary institutions
While Minnesota has a relatively high at rates higher than other populations.
college participation rate, there were White high school graduates had the
some gaps in college participation by next highest participation rate, followed
race and ethnicity. College participation by Black, Hispanic and American Indian
rates by race and ethnicity were available high school graduates.
only for students attending Minnesota
institutions. Since approximately 18 Between 2002 and 2006, the number of
percent of high school graduates attend students of color graduating from high
a college out of state, a complete picture school and enrolling in a Minnesota
of college participation for Minnesota college increased 36 percent. During the
high school graduates by race and same period, White high school
ethnicity was not available. graduates increased two percent, Black
graduates increased 58 percent, Asian
Participation rates for various racial and Hispanic graduates increased
and ethnic populations attending 25 percent and American Indian
Minnesota postsecondary colleges graduates increased 34 percent.
directly from high school can vary by
several percentage points from year to
year. Rate fluctuations tend to be due
to small numbers of students in some
racial and ethnic groups. Thus, a five-
year average is shown here.

Minnesota High School Graduates Enrolling in a
Minnesota Postsecondary Institution

Five-Year Average College Participation Rates Fall 2002 to 2006

100%

Percent Participation Rate 50% 57% 47% 50% 49% 50%
38%
40%

0% Asian Black Hispanic White Total All students
American students
Indian of color

Note: Minnesota college participation only; these percentages do not include an estimated 18 percent of recent College Participation
high school graduates enrolling out of state.
Source: Minnesota Office of Higher Education

Minnesota Measures - 2009 11

Retention

Indicator 1B: Are first-time undergraduates being retained in the second year?

College retention is defined as the students retained at the same institution rates than the state colleges. Though
number of first-time, full-time in the second year. Students completing the retention rates at Minnesota’s
undergraduates who start at one their programs within their first year of private institutions were substantially
institution in the fall term and return study were still counted as retained in higher than those at public
to the same institution in the fall term the second year; thus, retention was not institutions, the first-time, full-time
of their second year. Students may not negatively impacted by students enrollment at private institutions was
return for a wide range of reasons. Some completing short-term programs. only five percent of the overall first-
students may find they are not year, full-time enrollment at two-year
academically or socially prepared for Minnesota’s retention rate at two-year institutions.
college. Some do not find the right institutions improved from 56.6
institutional fit on the first try and do percent to 58.1 percent over the last Minnesota ranked 26th nationally in
not return because their expectations three years but remained lower than first- to second-year retention at
or needs were not met. Retention rates peer states or national averages. two-year institutions behind the top-
do not account for students continuing When compared by institution type, performing states of South Dakota,
their education at another institution. Minnesota private career schools had North Dakota and California.
higher first- to second-year retention
Retention at four-year
institutions First- to Second-Year Retention Rates at Minnesota Institutions

Between fall 2006 and fall 2007, 4-Year Institutions Fall 2005 Fall 2006 Fall 2007
81 percent of first-time, full-time State universities 71.9% 72.7% 73.2%
students were retained from their first University of Minnesota 83.0% 82.6% 83.4%
to second year at Minnesota four-year Private not-for-profit 83.5% 84.6% 84.5%
institutions. Minnesota’s retention rate Total 4-year 77.8% 78.8% 80.6%
at four-year institutions improved from 2-Year Institutions
77.8 percent to 80.6 percent between State colleges 2-year Fall 2005 Fall 2006 Fall 2007
fall 2005 to fall 2007 and remained Private career schools 55.7% 56.0% 56.8%
higher than peer states or national Total 2-year 81.0% 75.0% 65.6%
averages. When compared by 56.6% 56.7% 58.1%
institution type, Minnesota private
not-for-profit institutions and the Source: U.S. Department of Education, IPEDS Enrollment Survey
University of Minnesota had higher
first- to second-year retention rates First- to Second-Year Retention Rates Fall 2006
than the state universities.
4-Year Institutions 83.2% 2-Year Institutions 70.3%
Minnesota ranked 13th nationally in Top 3 States 82.9% Top 3 States 65.6%
first- to second-year retention rates at 82.5% 65.3%
four-year institutions behind the top- California 78.8% South Dakota 56.7%
performing states of California, Massachusetts 76.3% North Dakota 58.4%
Massachusetts and Connecticut. Connecticut 76.2% California 58.6%
Minnesota (13th) Minnesota (26th)
Retention at two-year Peer States Peer States
institutions Nation Nation

Minnesota’s public and private two-year Source: U.S. Department of Education, IPEDS Enrollment Survey
institutions ranked well below the top-
performing states on this measure, with
58.1 percent of first-time, full-time

12 Minnesota Office of Higher Education

Graduation Rates GOAL ONE | Improve the success of all students

Indicator 1C: How do Minnesota institutions compare on college graduation rates?

Graduation rates are an indicator used states, with 36.7 percent of students percentage of students enrolled at
to measure both individual and completing degrees within four years private not-for-profit four-year
institutional success. High graduation and 59.5 percent completing degrees institutions than public four-year
rates may be an indication of within six years of their initial institutions. Since private institutions
appropriately targeted student enrollment. Minnesota’s not-for-profit have higher graduation rates than
recruitment, effective campus private colleges had the highest public institutions, eastern states tend
communication and scheduling, strong graduation rates. to rank higher on this indicator.
advising and accessible student support
services. The academic preparation of Minnesota’s graduation rate was Another measure of completion for
students, colleges’ admissions selectivity significantly lower than the top- institutions is the number of degrees
and student demographics also factor performing states of Massachusetts, awarded. The total number of
into graduation rates. Rhode Island, New Hampshire and bachelor’s degrees awarded at four-
Delaware. Among peer states, the year institutions is listed next to the
Graduation rates at four-year four-year graduation rate ranged from retention and graduation rates by
institutions 46 percent (Pennsylvania) to 31 institution. Degrees awarded include all
percent (Wisconsin); the six-year rate bachelor’s degrees regardless of when
The graduation rate tracks a cohort ranged from 66 percent (Pennsylvania) or where the student began their
of first-time, full-time degree-seeking to 57 percent (Ohio). Massachusetts program of study or whether they
students and identifies what and Rhode Island, as well as most enrolled full time or part time.
proportion completed bachelor’s eastern states, have a higher
degrees within four or six years at
the same institution they began their Graduation Rates at 4-Year Institutions
studies. The 2007 data in this report
reflect the graduation rates of first- 4-Year Rate 2006 6-Year Rate 2006
time, full-time degree seeking Top 3 States 52.7% Top 3 States 69.0%
undergraduates who began at a four- 50.1% 66.2%
year institution in fall 2001. Students Rhode Island 50.0% Massachusetts 66.1%
who started attending a four-year Massachusetts 36.7% Rhode Island 57.5%
institution part time or were not Delaware 38.6% New Hampshire 60.3%
seeking a bachelor’s degree are not Minnesota (19th) 36.1% Minnesota (19th) 57.5%
included in this calculation. Peer States Peer States
Nation Nation
Graduation rates in 2007 at Minnesota’s
four-year colleges were higher than the Source: U.S. Department of Education, IPEDS Graduation Rate Survey
national average but lower than peer

Graduation Rates at Minnesota 4-Year Institutions

2005 2006 2007 Retention | Graduation Rates

Institution Type 4-Year Rate 6-Year Rate 4-Year Rate 6-Year Rate 4-Year Rate 6-Year Rate
State universities
University of Minnesota 14.9% 46.8% 20.6% 46.8% 20.4% 47.7%
Private not-for-profit
29.0% 56.2% 30.1% 56.6% 33.3% 58.5%
Minnesota
58.8% 70.0% 56.7% 68.2% 62.0% 71.8%

35.0% 58.0% 36.7% 57.5% 39.2% 59.5%

Source: U.S. Department of Education, IPEDS Graduation Rate Survey

Minnesota Measures - 2009 13

Graduation Rates 1C, continued

Retention and Graduation Rate, and Bachelor’s Degrees Awarded at Minnesota 4-Year Institutions 2007

4-Year Institutions Fall Fall 2001 4-Year 6-Year 2006-2007
University of Minnesota 2007 First-Time, Graduation Graduation Bachelor’s
Retention Full-Time Degrees
University of Minnesota-Crookston Rate Rate Rate Awarded
University of Minnesota-Duluth 83.4% Cohort 33.3% 58.5%
University of Minnesota-Morris 69.3% 8,078 19.5% 33.1% 9,539
University of Minnesota-Twin Cities 74.9% 23.5% 49.6% 211
State Universities 81.2% 236 43.5% 57.4%
Bemidji State University 87.7% 2,109 36.9% 63.4% 1,638
Metropolitan State University 73.2% 20.4% 47.7% 392
Minnesota State University-Mankato 69.1% 474 27.6% 45.8%
Minnesota State University-Moorhead 58.5% 5,259 11.1% 17.8% 7,298
Saint Cloud State University 79.8% 8,388 18.5% 49.9% 10,328
Southwest Minnesota State University 68.9% 18.4% 45.1%
Winona State University 71.9% 651 17.6% 45.2% 821
Private Not-for-Profit 71.0% 45 20.8% 43.3% 1,321
Augsburg College 71.5% 25.9% 53.4% 1,400
Bethany Lutheran College 84.5% 2,114 62.0% 71.8% 2,258
Bethel University 80.5% 1,236 37.6% 60.1% 2,487
Carleton College 78.8% 2,313 35.8% 75.5%
College of Saint Benedict 85.5% 68.7% 76.2% 496
College of Saint Scholastica 97.8% 448 90.5% 92.6% 1,545
College of St Catherine 90.4% 1,581 75.7% 81.7% 11,798
College of Visual Arts 79.3% 9,185 55.7% 63.7%
Concordia College at Moorhead 78.5% 38.4% 58.5% 604
Concordia University 54.1% 346 40.0% 117
Crown College 79.0% 53 2.5% 69.3% 844
Dunwoody College of Technology 71.4% 63.1% 44.5% 492
Gustavus Adolphus College 67.7% 643 28.5% 47.8% 479
Hamline University 75.3% 516 30.6% 672
Macalester College 92.5% 556 na 552
Martin Luther College 81.4% 314 na 85.7%
Minneapolis College of Art and Design 94.4% 289 77.9% 68.7% 27
North Central University 88.5% 60.8% 86.1% 740
Northwestern College 23.0% 40 82.2% 68.2% 588
Pillsbury Baptist Bible College 69.5% 758 39.2% 52.0% 160
Saint Johns University 83.1% 200 41.8% 48.0% 143
Saint Mary’s University of Minnesota 67.5% 157 46.4% 59.4% 694
Saint Olaf College 89.3% 46.3% 33.8% 525
University of St Thomas 78.3% na 25.0% 79.9% 557
Private For-Profit 93.4% 601 71.7% 53.4% 223
Art Institutes International Minnesota 87.9% 418 48.6% 86.2% 163
Brown College 505 81.7% 71.7% 172
Globe University 59.5% 255 55.6% 799
74.2% 41.1%
72.7% 98 32.5% na 44
250 na na 421
397 na 453
907
68 1,422
502
395 183
744 14
1,080 25

163
na
na

Note: The fall 2001 first-year, full-time cohort is the adjusted cohort in the IPEDS graduation rate survey is an institution’s revised cohort minus any allowable exclusions. Schools with co-
hort size of 30 or less not shown. Cohort are first-time, full-time degree-seeking students. Colleges are classified based on their reporting status as “two-year” or “four-year” institutions
for IPEDS surveys. Bachelor’s degrees awarded at each institution during the 2006-2007 academic year shown for reference.
Source: U.S. Department of Education, IPEDS Graduation Rate and Completion Surveys

14 Minnesota Office of Higher Education

Graduation rates at two-year started attending a two-year institution to obtain a bachelor’s GOAL ONE | Improve the success of all students
institutions institution part time or were not degree. At Minnesota’s public two-year
seeking a certificate or degree are not institutions, a set of courses known as
At two-year institutions, the three-year included in this calculation. Minnesota’s the Minnesota Transfer Curriculum4 can
graduation rate includes students three-year graduation rate at two-year be taken and transferred to four-year
completing a certificate, diploma or institutions decreased between 2005 institutions upon completion (or even
associate degree from the same and 2007. near completion) of an associate
institution where they began their degree. Statewide, about 20 percent of
studies. The 2007 data reflect the Not all degree-seeking students all undergraduates at Minnesota two-
graduation rates of first-time, full-time attending two-year institutions receive year institutions transfer; 10 percent of
certificate or degree-seeking students credentials at a two-year institution; all undergraduates transfer from both
beginning a program at a two-year some will transfer to a four-year two-year and four-year institutions.
institution in fall 2004. Students who

3-Year Rate Graduation and Transfer Rates Minnesota’s three-year graduation and
at Minnesota 2-Year Institutions transfer rates were above the peer
states and the national average, but
Institution Type 2005 2006 2007 well below the top performing states.
State colleges 2-year Minnesota ranked fifth nationally in
31.5% 31.8% 30.3% the combined graduation and transfer
Graduation rate 23.0% 22.0% 24.1% rates for students attending two-year
Transfer rate 54.5% 53.8% 54.4% colleges. Two-year schools in Wyoming
Combined graduation and transfer rate and South Dakota had the highest
Private career schools 49.6% 55.2% 56.2% three-year graduation and transfer
Graduation rate 1.7% 0.2% 0.5% rate. Minnesota state two-year
Transfer rate colleges enrolled more than 116,000
Combined graduation and transfer rate 51.3% 55.4% 56.6% students in fall 2007 compared to
Minnesota 5,200 in South Dakota and 22,600
Graduation rate 34.0% 33.3% 31.6% in Wyoming according to enrollment
Transfer rate 20.3% 20.3% 22.9% statistics from the U.S. Department
Combined graduation and transfer rate 54.3% 53.9% 54.5% of Education.

Source: U.S. Department of Education, IPEDS Graduation Rate Survey

Graduation and Transfer Rates at 2-Year Institutions 2006

Top 3 States 3-Year Top 3 States 3-Year Top 3 States Combined
Graduation Transfer Rate Wyoming Graduation and
South Dakota
Rate 24.9% Utah Transfer Rate
24.5%
South Dakota 64.8% Illinois 20.2% Minnesota (5th) 68.7%
20.6% Peer States
Wyoming 59.1% Alabama 13.1% Nation 65.3%
13.1%
Arizona 47.5% Texas (4th) 61.1%

Minnesota (23rd) 33.3% Minnesota (3rd) 53.9%

Peer States 32.2% Peer States 45.3%

Nation 32.3% Nation 45.3% Graduation Rates

Source: U.S. Department of Education, IPEDS Graduation Rate Survey

Minnesota Measures - 2009 15

Graduation Rates 1C, continued

Retention, Graduation and Transfer Rates at Minnesota 2-Year Institutions 2007

2-Year Institutions Fall Fall 2004 3-Year 3-Year 3-Year
State Colleges 2-year 2007 First-Time, Graduation Transfer Graduation
Retention Full-Time and Transfer
Alexandria Technical College Rate Rate Rate
Anoka Technical College 56.8% Cohort 30.3% 24.1% Rate
Anoka-Ramsey Community College 67.9% 20,232 56.9% 10.6% 54.5%
Central Lakes College 50.4% 35.6% 17.8% 67.5%
Century Community & Technical College 47.7% 822 16.9% 41.3% 53.4%
Dakota County Technical College 60.2% 427 40.0% 20.5% 58.2%
Fond Du Lac Tribal & Community College 54.6% 1,078 13.5% 30.4% 60.5%
Hennepin Technical College 56.3% 692 40.8% 14.6% 44.0%
Hibbing Community College 53.3% 1,285 17.4% 24.7% 55.4%
Inver Hills Community College 56.2% 615 38.2% 12.1% 42.1%
Itasca Community College 46.7% 178 37.4% 25.8% 50.3%
Lake Superior College 55.8% 863 13.3% 34.8% 63.2%
Mesabi Range Community & Technical College 56.3% 476 37.3% 24.5% 48.1%
Minneapolis Community & Technical College 58.3% 1,052 19.0% 25.1% 61.8%
Minnesota State College-Southeast Technical 62.8% 327 39.5% 19.8% 44.1%
Minnesota State Community & Technical College 56.6% 578 20.1% 22.1% 59.3%
Minnesota West Community & Technical College 55.3% 344 41.0% 11.0% 42.2%
Normandale Community College 57.0% 1,085 39.2% 20.9% 52.0%
North Hennepin Community College 66.8% 373 44.7% 13.1% 60.2%
Northland Community & Technical College 53.9% 1,318 12.3% 43.2% 57.8%
Northwest Technical College-Bemidji 56.6% 571 16.4% 33.3% 55.4%
Pine Technical College 54.8% 1,517 34.5% 14.6% 49.7%
Rainy River Community College 46.6% 715 38.2% 24.0% 49.1%
Ridgewater College 60.7% 652 38.1% 22.7% 62.2%
Riverland Community College 36.8% 225 25.6% 36.4% 60.8%
Rochester Community and Technical College 62.5% 42.8% 17.3% 62.0%
Saint Cloud Technical College 62.0% 97 39.4% 18.4% 60.1%
Saint Paul College 56.0% 129 23.0% 25.6% 57.9%
South Central Technical College 61.9% 1,122 40.4% 23.5% 48.6%
Vermilion Community College 59.3% 515 39.0% 15.3% 64.0%
Private Career Schools 57.3% 1,009 38.2% 15.3% 54.3%
Duluth Business University 58.0% 799 33.5% 32.5% 53.6%
High Tech Institute 679 66.0%
Le Cordon Bleu College 54.7% 489 48.8%
Minneapolis Business College na 200 42.7% 1.2% 50.0%
na 72.5% na 42.7%
86 79.7% na 72.5%
83.1% 609 na 79.7%
149
241

Note: The fall 2004 first-time, full-time cohort is the adjusted cohort in the IPEDS graduation rate survey is an institution’s revised cohort minus any allowable exclusions. Schools with
cohort size of 30 or less not shown. Cohort are first-time, full-time degree-seeking students.
Source: U.S. Department of Education, IPEDS Enrollment, Graduation Rate and Completion Surveys

16 Minnesota Office of Higher Education

Factors affecting retention and 71 percent were still enrolled in a GOAL ONE | Improve the success of all students
graduation rates at Minnesota Minnesota postsecondary institution
institutions one year later and 29 percent were
not enrolled. Specifically:
Timely graduation and retention can
be influenced by a wide range of • 59 percent were enrolled at the
factors. While the method used to same institution one year later
calculate graduation rates starts with
students initially attending full time • 10 percent transferred to another
and intending to seek a certificate or Minnesota institution
degree, student plans can change,
adversely affecting the institution’s • two percent were enrolled in a
graduation rate. Students working Minnesota institution, but whether
more hours outside school and they transferred, or stayed at the
changing their course load to part- same institution was not identified
time attendance may be less likely to
complete their program on time. • 29 percent were not enrolled one
Timely graduation is also more difficult year later. These students either
for students who change their dropped out, completed a short-
program of study. Insufficient term program at a two-year
academic preparation and financial institution, transferred out of state
challenges may also influence a or a valid student record match
student’s ability to graduate within an could not be made.
expected period of time.

Transfer activity also affects reported With improvements in the transfer
retention and graduation rates. process within Minnesota public
Students transferring to another institutions and greater access to online
institution before completing their courses, transferring credits has become
program are not counted in the commonplace. Ten percent of
graduation rate measure using the undergraduates transferred credits from
current method of reporting. For many one Minnesota institution to another, or
students at two-year colleges, from out of state in fall 2007.
transferring can be a forward
progression to a bachelor’s degree. In Fall 2006 Minnesota New Entering Undergraduates
other cases, transfers may represent One Year Later
students who did not initially find the
right fit or the programs and services 29% 59% Continued at same institution
they expected or needed at their first 2% Transferred to another Minnesota institution
institution. Attending Minnesota institution (status unknown)
10% Stopped attending Minnesota institution
The Office of Higher Education collects
and reports data on transfer activity. Source: Minnesota Office of Higher Education Graduation Rates
The chart in this indicator represents
both part- and full-time new entering
undergraduates enrolled in Minnesota
postsecondary institutions in fall 2006,
and the enrollment status of these
students one year later in fall 2007. Of
the new undergraduates in fall 2006,

Minnesota Measures - 2009 17

Graduation Rates 1C, continued

Minnesota Undergraduates Admitted as Transfer Students Fall 2007

Transferred From Transferred To

Institution Type State State University Private Private Total
State college 2-year College 2-year University of Minnesota College 4-year Career School 8,101
State university 2,006
University of Minnesota 3,509 2,716 885 527 464 1,314
Private college 4-year 1,146 427 198 83 152 1,308
Private career school 308 88
Unspecified Minnesota institution 757 337 72 89 336
Out of state 598 54 187 131 55 195
Institution unknown 146 32 22 111 5,828
Total 116 7 19 16 9,046
2,466 1,522 12 670 28,138
Source: Minnesota Office of Higher Education 4,961 165 741 429 1,176
13,699 748 1,996 2,733
5,561 2,850 3,295

18 Minnesota Office of Higher Education

48% 36% 42% GOAL ONE | Improve the success of all students

58% 64% 58%

Ac5h2%ieve4m2%ent Gap 78% 71%

Indicator 1D: Are students from2a2%ll 29% ethnic groups enrolling in higher education

racial and

at equal rates?

Minnesota’s traditional college-age Undergraduate college all racial/ethnic groups. They also
population is becoming increasingly enrollment enrolled disproportionately part
diverse. By 2015, high school graduates time compared to other students.
of color are projected to comprise 20 Enrollment patterns vary by race and These high percentages particularly
percent of all graduates at a time ethnicity. The following observations stand out, considering Black
when the overall number of high can be made about Minnesota students comprised the largest
school graduates are projected to undergraduates enrolled in fall 2007: number of undergraduate students
decrease by approximately 10 percent, of color.
according to calculations prepared by • Undergraduates of color enrolled
the Minnesota State Demographic part time at two-year colleges in • Asian students attended two-year
Center. The state anticipates a higher percentages than White and four-year institutions at rates
projected increase of 40 percent in the undergraduates. comparable to White students.
number of high school graduates who
are students of color and a decrease of • Black, Hispanic and American Indian
17 percent in the number of White students attended two-year
graduates by 2015. institutions at rates higher than
their White or Asian counterparts.

The purpose of this indicator is to • Of all enrolled Black students,
identify college enrollment choices 69 percent attended two-year
from each broad racial or ethnic group. institutions, the highest percent of

Minnesota Undergraduate Enrollment by Race/Ethnicity,
Institution Type and Status Fall 2007

100%

22% 22% 26% 19%
25% 25%
38% 7% 38% 27% 7% Graduation Rates | Achievement Gap
50% 8%
46% 31% 39% 48%
6% 8%
Asian 23% Hispanic White
34% (12,732) Black (4,970) (211,467)
(17,149)
0% American Indian
(3,535)

Attending 2-year college part time Attending 4-year college part time
Attending 2-year college full time Attending 4-year college full time

Source: Minnesota Office of Higher Education

Minnesota Measures - 2009 19

48% 36% 42%

Ach52%ieve54m82%%ent64G%ap58% 78% 71%
29%
Indicator 1E: Are undergraduate2s2%from and ethnic groups completing postsecondary
all racial

programs at similar levels?

In general, the more education students completed higher percentages completed certificate programs
students complete, the more of bachelor’s degree programs than received health-related certificates
employment flexibility and income associate degrees or below. or diplomas compared to 39 percent
they will enjoy. Analyzing students’ of White students.
program choices becomes important Indicator 2F on page 33 provides more
as the state of Minnesota considers information on degrees awarded by • At the associate degree level,
the kinds of economic opportunities race/ethnicity. 32 percent of students of color who
available and whether students from completed degrees earned health-
all racial and ethnic groups are Even though more students of color related degrees compared to
preparing for the high-wage enrolled in two-year colleges rather 29 percent of White students.
opportunities of the future. than four-year colleges, they
predominantly completed certificates • At the bachelor’s degree level, the top
Data on awards conferred by race and diplomas in health-related four most popular programs were in
and ethnicity for 2007 paralleled programs, which are occupational business (20 percent), STEM (science,
enrollment choices by institution type. areas in high demand in Minnesota. technology, engineering, and
Black, American Indian and Hispanic mathematics, 15 percent), liberal arts
students completed certificate and • At the certificate level, programs in (13 percent) and health (11 percent).
associate degree programs in higher health were the most popular Students of color completed programs
percentages than they did bachelor’s program for all groups. Fifty-three in these categories in percentages
degrees, while Asian and White percent of all students of color who similar to White students.

Undergraduate Awards Conferred by Minnesota
Institutions by Race/Ethnicity 2006-2007

100%

31% 30% 45%
29%
50% 33% 51% 24% 49%
41%
36% 24% Black 31% 27%
25% (2,554) Hispanic 24%
0% Asian (900) White
American Indian (2,309) Certificates (48,233)
(668)

Bachelor’s degree Associate degree

Source: U.S. Department of Education, IPEDS Completion Survey

20 Minnesota Office of Higher Education

Graduation and transfer rates Two-year institutions GOAL ONE | Improve the success of all students

The following graphs show graduation MAmino4nn8e%gsosttau’ds etwntos-ayettaern3c6do%inllegges4,2B%lack
and transfer rates for each racial or srtauted5eo2n%ftas nhyadg45r82toh%%uepl,owwie6th4st%1g4rapdeu5rc8ae%tinotnof 78%
ethnic group. The graduation rate 71%
tracks a cohort of first-time, full-time first-time, full-time students in fall 22% 29%
students and identifies what
proportion of them graduate within 2004 graduating from the same
four or six years at four-year
institutions and within three years at institution within three years. This
two-year institutions. Only students
staying at the same institution and group also had the highest transfer
completing their programs are
counted as graduates in this measure. out rate of any group.

A larger portion of students of color Graduation and Transfer Activity for Minnesota
neither graduated nor transferred 4-Year Institutions by Race/Ethnicity 2007
within 150 percent of the expected
completion time than their White 100% 42% 56% 43% 31%
counterparts. This was especially 3% 5% 6%
pronounced at two-year institutions 54% 3% 22% 20%
where, on average, fewer than half 50% 21% 19%
the students of color either completed 30% 43%
a credential or transferred to another 9% 34% 21%
institution within three years. At 16% Black Hispanic White
Minnesota’s four-year institutions, 20% Asian (528) (360) (20,026)
Black and American Indian students 0% (1,155)
completed degrees at substantially American Indian
lower rates than their Asian, Hispanic (171)
and White counterparts.
No completion or transfer within 6 years Graduated within 6 years
Transferred out within 6 years Graduated within 4 years

What is unclear is the degree to which Source: U.S. Department of Education, IPEDS Graduation Rate Survey
these students have switched to part-
time status, stopped out (meaning Graduation and Transfer Activity for Minnesota
they left school but intend to return) 2-Year Institutions by Race/Ethnicity 2007
or dropped out of college.

Four-year institutions 100%

Among students attending 68% 55% 56% 64% 43%
Minnesota’s four-year colleges, 50%
American Indian students had the 20% 30% 17% 22%
lowest graduation rate of any group, 18% 25% 14% 18%
with 36 percent of first-time, full-time Asian Black Hispanic 34%
new entering undergraduates in fall 15% (829) (1,501) (429) White
2001 graduating from the same 0% (17,229)
institution within six years.
American Indian
(418)

No completion or transfer within 3 years Graduated within 3 years Achievement Gap
Transferred out within 3 years

Source: U.S. Department of Education, IPEDS Graduation Rate Survey

Minnesota Measures - 2009 21

2Create a responsive system that produces graduates
at all levels who meet the demands of the economy.

The state’s higher education sector is a critical driver in building and
maintaining a competitive workforce. This section examines Minnesota’s
postsecondary institutions’ degree productivity and programs of study.
Minnesota continues to have a highly educated workforce, ranking
fourth among all states in the total working population holding
associate degrees or higher. Minnesota ranks above national averages in
numbers of academic credentials awarded per full-time equivalent
enrollment and per 1,000 of the working-age population.
The Minnesota Office of the Legislative Auditor has evaluated
occupational programs offered by the Minnesota State Colleges and
Universities designed to prepare students for specific jobs. The
corresponding report explores how MnSCU responds to market
conditions and employer needs for these programs; how well it
coordinates with workforce centers and public training entities; and
how well MnSCU evaluates these programs and communicates those
results and labor market needs to students.

22 Minnesota Office of Higher Education

Enrollment Rates

Indicator 2A: What are the Minnesota postsecondary enrollment
rates by age group?

Before measuring the extent to which Within the 25 to 34 year-old age
the higher education sector produces group, 11 percent were enrolled in
graduates to meet economic demand, college, placing Minnesota 33rd
it is useful to consider how many nationally. However, 48 percent of
individuals are enrolling in postsecondary Minnesota’s 25 to 34 year olds have
education generally. Of the traditional an associate degree or higher, placing
college age students, 18 to 24 years old, Minnesota third in the nation in
42 percent were enrolled in some form degrees obtained within this age
of postsecondary education in group (see indicator 2C).
Minnesota. This was above the
national average, but below peer states.

Percent of Population Enrolled in College 3-Year Estimates 2005-2007

18-24 Year Olds 54.0% 25-34 Year Olds 15.2%
Top 3 States 49.3% Top 3 States 14.5%
48.9% 14.4%
Rhode Island 42.0% Utah 10.7%
Massachusetts 48.5% New Mexico 11.7%
Vermont 40.3% Maryland 11.6%
Minnesota (18th) Minnesota (33rd)
Peer States Peer States
Nation Nation

Note: Data collected during calendar years 2005, 2006 and 2007 for populations of 20,000 or more.
Source: U.S. Census Bureau, American Community Survey

GOAL TWO

Minnesota Measures - 2009 23

Online Learning

Indicator 2B: Are Minnesota’s colleges and universities meeting the demand for online learning?

One form of access to higher Online enrollments in postsecondary
education is through online courses education have grown faster than
offered at institutions across the state. general higher education enrollments.
Expansion of education and training This is a growing avenue for access
has been deemed critical in today’s since it allows students to customize
knowledge-based economy. The the place and time of a course. The
Internet, particularly through the use table shows online courses and
of online learning, has expanded the enrollment at the University of
opportunity for students to gain access Minnesota and Minnesota State
to higher education. In Minnesota, all Colleges and Universities.
public institutions and most private
institutions offer courses online. Nationally, 22 percent of all higher
Furthermore, the expansion of online education students were taking at
learning has occurred at both public least one online course in the fall of
and private higher education 2007.5 Comprehensive data on online
institutions and at both the graduate enrollments for Minnesota’s private
and undergraduate levels. Students institutions were not available;
may choose online learning for a however, Minnesota’s career colleges
variety of reasons: convenience, report delivering approximately
continuing education, job training, 40 percent of their credits online.
degree completion, dual enrollment
and recreational learning.

Credits Delivered Entirely Online at Minnesota Public Institutions

University of Minnesota Minnesota State
Colleges and Universities

Academic Year Online Percent of Online Percent of
2005-2006 Credits Total Credits Credits Total Credits
2006-2007
2007-2008 19,664 1.2% 228,927 5.7%
33,700 1.9% 291,261 7.2%
44,523 2.5% 376,958 9.1%

Source: University of Minnesota and Minnesota State Colleges and Universities

24 Minnesota Office of Higher Education

Degree Attainment GOAL TWO | Create a responsive system that produces graduates

Indicator 2C: What percentage of the state’s working-age population possess
a postsecondary degree?

Degree attainment is not only a another 26 percent have some college,
measure of institutional and individual but no degree. The American
success, but a measure of responsiveness Community Survey does not ask
by the higher education sector as a this group whether they completed
whole. Having an educated citizenry a college program or received a
benefits the state in several areas, from credential. It is therefore difficult
overall quality of life to areas more to determine how many in this non-
directly related to the economy. degree group received the training
needed for occupations requiring a
With 40 percent of its residents age college-level credential below the
18 to 64 years old holding an associate associate degree, such as those in
degree or higher, Minnesota ranked allied health, construction trades,
fourth in the nation on this measure of culinary arts, mechanics, transportation
degree attainment. Adults from age 25 and manufacturing.
to 44 have the highest levels of degree
attainment compared to those age 18 Percent of Population with an
to 24, or those age 45 and older. Associate Degree or Higher
3-Year Estimates 2005-2007
Minnesota ranked consistently high
on all measures of degree attainment 18-64 Year Olds 44.2%
among working-age adults. The Top 3 States 41.0%
relatively high rankings may be based, 40.2%
in part, on steady in-migration6 of Massachusetts 39.9%
college-educated people moving to Connecticut 32.8%
Minnesota from other states. New Jersey 33.5%
Minnesota’s performance on these Minnesota (4th)
measures was substantially higher Peer States
than peer states and the nation. Nation

In addition to the 40 percent of the Note: Data collected during calendar years 2005, 2006
Minnesota population age 18 to 64 and 2007 for populations of 20,000 or more.
with an associate degree or higher, Source: U.S. Census Bureau, American Community Survey

Percent of Population with an Associate Degree or Higher 3-Year Estimates 2005-2007

18-24 Year Olds 18.7% 25-34 Year Olds 52.0% 35-44 Year Olds 50.1% 45-64 Year Olds 46.7% Online Learning | Degree Attainment
Top 3 States 18.6% Top 3 States 47.9% Top 3 States 46.5% Top 3 States 45.4%
17.5% 47.1% 46.4% 45.0%
New York 17.1% Massachusetts 47.6% Massachusetts 47.1% Massachusetts 40.7%
Massachusetts 14.0% North Dakota 38.7% Connecticut (3rd) 38.3% Colorado 34.0%
New Jersey 13.4% New York (4th) 37.1% North Dakota (4th) 38.4% Vermont 36.5%
Minnesota (5th) Minnesota (3rd) Minnesota (2nd) Minnesota (12th)
Peer States Peer States Peer States Peer States
Nation Nation Nation Nation

Note: Data collected during calendar years 2005, 2006 and 2007 for populations of 20,000 or more.
Source: U.S. Census Bureau, American Community Survey

Minnesota Measures - 2009 25

Degree Attainment 2C, continued

Minnesota’s population does well on Educational Attainment, Minnesota and International Comparisons 2006
degree attainment measures compared
to international standards. If Minnesota Percent of Population Percent of Population
were a nation, it would be ranked fifth with Associate Degree with Bachelor’s Degree
(behind Canada, Russia, Japan and
Korea) in the percent of population age or Higher or Higher
25 to 34 with an associate degree or
higher. Internationally and nationally, Age 25-34 Age 25-64 Age 25-34 Age 25-64
younger adults are more credentialed
than older generations, reflecting Top Ranked OECD Countries 55% 54% 21% 21%
increased participation and expansion Russian Federation* 55% 47% 29% 24%
of higher education opportunities. Canada 54% 40% 30% 23%
Japan 53% 33% 33% 23%
Minnesota’s performance on this Korea 44% 38% 30% 23%
measure is influenced, in part, by a New Zealand 42% 32% 19% 14%
high-wage economy with employers Belgium 42% 33% 40% 31%
importing talented and educated Norway 42% 31% 28% 20%
people from other states and countries. Ireland 41% 35% 32% 27%
Denmark 41% 26% 24% 16%
France 39% 33% 29% 24%
Australia 39% 31% 31% 22%
Sweden 39% 28% 26% 20%
Spain 39% 39% 35% 35%
United States 38% 35% 29% 19%
Finland 37% 30% 29% 22%
United Kingdom 48% 45% 35% 33%
39% 38% 29% 28%
Minnesota 33% 27% 25% 19%
Peer States 30% 24% 23% 17%
OECD Average
EU19 Average**

*Russian Federation is an OECD partner member
**Members of the European Union

Note: OECD country rankings based on top percent of population age 25 to 34 with an associate degree equivalent
or higher. OECD member countries include 23 in Europe plus Australia, Canada, Korea, Japan, Mexico, New Zealand and
the United States.
Source: U.S. Census Bureau, American Community Survey (for Minnesota and peer states); Organisation for Economic
Cooperation and Development (for international data)

26 Minnesota Office of Higher Education

Degree Attainment GOAL TWO | Create a responsive system that produces graduates

Indicator 2D: What is the proportion of undergraduate awards conferred to full-time enrollment?

This indicator provides an alternate Minnesota’s four-year institutions in year colleges. Minnesota was above the
perspective on productivity and 2007, placing Minnesota above the national average and peer states on this
graduation rates described in indicator national average and near the average measure. States ranked in the top
1C. Graduation rates track the progress for peer states on this measure. percent of certificates awarded at two-
of a group of degree seeking, first- Minnesota’s private not-for-profit year colleges did not confer many
time, full-time undergraduates. This institutions award a higher percentage associate degrees, so the bulk of their
indicator measures the undergraduate of degrees per full-time equivalent than full-time equivalent enrollment received
degrees and other awards produced public institutions; about one-fourth of certificates. In comparison, about half
relative to all enrolled undergraduates. the student body graduated each year. of the full-time equivalent students
graduating from Minnesota’s two-year
Four-year institutions Two-year institutions colleges received certificates and half
received associate degrees.
At Minnesota’s four-year institutions, At two-year institutions, the number
the number of bachelor’s degrees of students completing certificates and The full-time equivalent enrollment
awarded during 2006-2007 represented associate degrees during 2006-2007 was represents full-time enrollment plus
20 percent of the total undergraduate nearly one-third of the undergraduate part-time enrollment adjusted to its
full-time equivalent enrollment. The full-time equivalent enrollment for full-time equivalent.
equivalent of about one-fifth of the these institutions. The majority of these
student body graduated from awards were conferred at the state two-

Awards Conferred as a Proportion of Full-Time Equivalent Enrollment 2006-2007

Certificates at 2-Year Institutions Associate Degrees at 2-Year Institutions Bachelor’s Degrees at 4-Year Institutions
Top 3 States
Top 3 States Top 3 States
Alaska
Louisiana 58.4% North Dakota 24.5% Oregon 23.3%
Kentucky 33.3%
Minnesota (20th) 30.7% South Dakota 20.9% Illinois 23.3%
Peer States 15.2%
Nation 13.6% New Hampshire 17.5% California 23.3%
13.8%
Minnesota (14th) 14.7% Minnesota (23rd) 20.1%

Peer States 11.9% Peer States 20.6%

Nation 11.4% Nation 19.6%

Source: U.S. Department of Education, IPEDS Completion and Enrollment Surveys

Degree Attainment

Minnesota Measures - 2009 27

48% 58% 36% 42% 71%
52% 42% 64% 58% 29%

Degree Attainment 2D, continued 78%
22%

Another comparison is the number Awards Conferred by Minnesota Institutions as a Proportion
of awards conferred compared to of Full-Time Equivalent Enrollment 2005 to 2007
headcount enrollment. The total
undergraduate awards conferred are Institution Type 2004-2005 2005-2006 2006-2007
compared to the total undergraduate
enrollment at Minnesota’s various Bachelor’s Degrees at 4-Year Institutions
postsecondary sectors.
State universities and University of Minnesota 17.7% 18.4% 20.7%
21.3% 23.8%
Private not-for-profit 22.0%
2.5% 6.2%
Private for-profit 2.3% 16.3% 20.1%

Total 16.6%

Certificates and Associate Degrees at 2-Year Institutions

State colleges 2-year 28.2% 31.1% 29.0%
39.2% 39.1%
Private career schools 44.6% 31.6% 29.8%

Total 29.1%

Note: A small number of private for-profit institutions have begun offering bachelor’s degrees and identify themselves
as four-year institutions; however, the majority of their students are not in four-year programs.
Source: U.S. Department of Education, IPEDS Completion and Enrollment Surveys

Undergraduate Headcount Enrollment Compared to Undergraduate Awards
Conferred at Minnesota Institutions 2007

Number of Students 120,000 61,521
100,000
80,000 15,008 7,779 6,288
60,000
40,000 57,805 23,685 44,368 42,989 7,773
20,000
10,702 38,608 9,703 12,093 16,159 6,659
0
State colleges State University Private 4-year Private career
2-year universities of Minnesota colleges schools

Enrolled part-time Enrolled full-time Awards conferred

Note: Fall 2007 undergraduate headcount enrollment. Academic year 2006-2007 total awards conferred at bachelor’s degree and below.
Source: Minnesota Office of Higher Education & U.S. Department of Education, IPEDS Completion Survey

28 Minnesota Office of Higher Education

Programs of Study GOAL TWO | Create a responsive system that produces graduates

Indicator 2E: Are Minnesota’s students choosing programs and majors that lead to occupations
in demand?

This indicator compares the academic In 2006-2007 the following awards What is a Career Cluster?
choices of Minnesota students with the were earned by students from
choices of students nationally and in Minnesota postsecondary institutions: Higher education programs are
the peer states. grouped into career clusters to align
• 14,700 certificates and diplomas less programs and majors with those used
This information provides a picture of than two years in length in the workforce for careers and
the composition of degrees earned by occupations. The career clusters
program at each degree level. As • 16,100 associate degrees identified here were developed by
Minnesota seeks to increase the the U.S. Department of Education.
number of students prepared to • 32,700 bachelor’s degrees The career clusters are designed to
succeed in high demand occupations, help students (at both the secondary
policymakers and educators may utilize • 11,300 master’s degrees and postsecondary level) link the
these data to learn what types of knowledge acquired in school with
degrees and program choices students • 3,300 doctoral degrees in both the skills needed to pursue careers.
make and how these choices change research and professional fields By tracking graduates in higher
over time and align with peer states (such as in law, medicine, theology) education programs to specific career
and the nation. clusters, potential workforce needs can
Note: Does not include 5,049 master’s be estimated.
Minnesota’s postsecondary institutions degrees awarded in education from
offer a variety of programs at all levels Walden University and 318 doctorate
of training. Not all postsecondary degrees in education from Walden and
training leads to an associate or Capella University. Since Walden and
bachelor’s degree. Each year, thousands Capella University report their national
of students earn certificates and enrollment it cannot be determined
diplomas in programs one or two whether these education degrees are
years in length. being awarded to students in Minnesota.

Degree Attainment | Programs of Study

Minnesota Measures - 2009 29

Programs of Study 2E, continued

Career Cluster Programs included

Agriculture, Food & Natural Resources: agriculture; natural resources and conservation; and parks, recreation
and leisure.

Architecture and Construction: architecture (at the bachelor’s and master’s degree level) and construction trades
(at associate degree level and below).

Arts, Audio/Video Technology communication and journalism; communication technologies; and visual
& Communication: and performing arts.

Business Management, Three career clusters are combined with programs in business, management and
Administration & Finance: administration, marketing and finance.

Education & Training: education, housing, and library science. Note: not all graduates who have
credentials needed for a teaching career can be identified by tracking education
majors. Someone pursuing a secondary math teaching career might be a math
major with an education minor or a math major only.

Government & Public Administration: public administration and social service professions; and social science
programs in international relations, political science, and urban affairs.

Health Science: health and allied professions and psychology programs in health and psychometrics.

Hospitality & Tourism: culinary services and business programs in hospitality management and facilities.

Human Services: cosmetology; family and consumer science; philosophy and religious studies;
psychology (clinical, counseling, developmental); sociology; and theology and
religious vocations.

Information Technology: computer science, computer engineering, and drafting.

Law, Public Safety, Corrections criminology; legal professions and studies; and security and protective services.
& Security:

Liberal Arts, Languages, History: Not an official career cluster. These programs are normally in the “Education
and Training” cluster, but have been placed here to identify education majors
from other liberal arts majors. Includes programs in ethnic, cultural, and gender
studies; English language and literature; foreign languages and linguistics,
history, liberal arts and sciences, general studies and humanities; and
multi/interdisciplinary studies in liberal arts.

Manufacturing & Transportation: Two career clusters are combined with programs in mechanic and repair
technologies; precision production; science technologies; and transportation and
materials moving.

Science, Technology, Engineering biological and biomedical studies; engineering; engineering technologies;
& Mathematics (STEM): mathematics and statistics; multi/interdisciplinary studies in science areas;
physical sciences (chemistry, geology, physics) and social sciences (anthropology,
cartography, demography, economics, geography). Note: academic programs
classified as STEM vary by organization.

Source: www.careerclusters.org

30 Minnesota Office of Higher Education

Awards Conferred by Minnesota Institutions Compared to Peer States GOAL TWO | Create a responsive system that produces graduates
and the Nation by Level of Award 2006-2007

Certificates and Diplomas Associate Degrees Bachelor’s Degrees

100% 100% 100%
80% 80%
14% 12% 16% 60% 19% 23% 60% 31% 30% 29%
4% 40% 11%
80% 10% 6% 8% 5% 27% 5% 10% 11% 12%
5% 7% 4% 13% 11% 12% 13%
7% 13% 11% 14%
11% 14% 6% 12% 17% 35% 15% 14%
21%
60% 11% 12% 14% 23% 20%
Nation Nation
12% 13% 40% 29%

40%

20% 42% 51% 43% 20% 20%
29% 20%
22% 21%
0% Peer States
0% Minnesota 0%
Minnesota Peer States Nation Minnesota Peer States

All Other All Other All Other
Business Management Arts & Communications Arts & Communications
Construction Law & Corrections Health Science
Manufacturing & Transportation Business Management Liberal Arts, Languages, History
Human Services (Cosmetology) Liberal Arts STEM
Health Science Health Science Business Managemant

Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS
Completion Survey Completion Survey Completion Survey

Master’s Degrees Doctoral Degrees

100% 100% 9% 8% 8%
80% 4% 5% 5%
16% 16% 18% 10% 7% 7%

80% 5% 9% 9% 12% 15% 15%
11% 7% 7%

60% 17% 11% 11% 60%
30% 25% 29%

40% 25% 27% 25% 40%

20% 20% 40% 35%
26% 36%
30% 30%
Nation
0% 0%
Minnesota Peer States Minnesota Peer States Nation

All Other All Other Programs of Study
STEM Education & Training
Human Services Human Services
Health Science STEM
Business Management Law
Education & Training Health Science

Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS
Completion Survey Completion Survey

Minnesota Measures - 2009 31

Programs of Study 2E, continued

Organizing the awards earned in • At the certificate level, the most • At the bachelor’s degree level,
hundreds of programs into career common programs pursued by programs where a bachelor’s degree
clusters helps make sense of the kinds students besides health care were is necessary for job entry were
of careers students might enter upon in cosmetology, manufacturing and popular such as in business
college graduation. The top five transportation (including vehicular (accounting, finance, management),
program areas at each award repair) and construction trades. STEM (science, technology,
level–certificate to doctorate–show These careers were popular choices engineering and mathematics)
dominant programs. The following for students wanting jobs that can and programs in education and
patterns emerged: be obtained with short-term health sciences.
training.
• Programs in health sciences were • At the master’s degree level,
the most numerous earned at all • At the associate degree level, programs for job advancement in
degree levels. Given the variety and Minnesota graduates earned a education and business comprised
high demand of careers available in larger proportion of degrees in the majority of degrees earned.
the health professions from training health sciences than in peer states Other master’s degrees earned are
at the one-year level (health care and nationally. Except for the required for job entry such as those
aides) to doctorate (medical doctor), degrees earned in liberal arts, in health (Master of Nurse Anesthesia)
students chose health science associate degrees were generally or human services (Master of Social
programs in large numbers. awarded in the applied sciences for Work).
entry level jobs in health care, law
• The top five career clusters enforcement and hospitality and • At the doctoral level (both research
emerging at each degree level tourism. and professional), health, law, STEM
were the same in Minnesota as and human services comprised the
peer states and the nation. majority of programs.

32 Minnesota Office of Higher Education

Programs of Study GOAL TWO | Create a responsive system that produces graduates

Indicator 2F: Are Minnesota students from all racial and ethnic backgrounds choosing programs that
lead to occupations in high demand?

This indicator compares the academic generally tended to align with White At the graduate level, students of color
choices of students of color with the students, although at some degree choose business programs in higher
choices of White students to see levels variations occurred. percentages than White students.
whether students from all racial and
ethnic backgrounds are choosing At the certificate and associate degree Awards conferred in 2006-2007 from
programs that lead to occupations in level a higher proportion of awards in Minnesota postsecondary institutions
high demand. health science programs were chosen were grouped by level of award
by students of color than White with programs of study aligned into
Comparisons by students of color and students. Students of color tend to the career clusters explained in
White students of the top five enroll in two-year colleges rather than indicator 2E.
programs chosen by all students at the four-year colleges in higher numbers as
different award levels are presented. shown by indicators 1D and 1E.
Program choices by students of color

Awards Conferred to Students of Color Compared to White Students
at Minnesota Institutions by Level of Award 2006-2007

Certificates Awarded Associate Degrees Awarded Bachelor’s Degrees Awarded

100% 9% 100% 100%
80% 14% 80%
60% 6% 16% 14% 60% 19% 20% 19% 80% 29% 31% 31%
40% 8% 9% 10% 40% 2% 4% 5%
20% 10% 12% 11% 6% 7% 7% 8% 11% 10%
12% 11% 13% 12% 12% 60% 10% 11% 11%
53% 12% 12% 13% 13%
28% 29% 29% 15% 15% 15%
39% 42% 40%
20% 32% 29% 19% 20%
29% 19%
20% White All students
0% White All students 0% White All students (26,466)
Students (11,499) Students (13,114) 19%

of color of color 0%
Students
(2,136) (1,740) of color
(2,799)

All Other All Other All Other
Business Management Arts & Communications Arts & Communications
Construction Law, Corrections & Security Health
Manufacturing & Transportation Business Management Liberal Arts
Human Services (Cosmetology) Liberal Arts STEM
Health Science Health Science Business Management

Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS Programs of Study
Completion Survey Completion Survey Completion Survey

continued

Minnesota Measures - 2009 33

Programs of Study 2F, continued

Awards Conferred to Students of Color Compared to White Students
at Minnesota Institutions by Level of Award 2006-2007

Master’s Degrees Awarded Doctorate Degrees Awarded

100% 20% 16% 16% 100 7% 8% 8%
80% 4% 4% 5%
60% 16% 12% 11% 80 17% 7% 8%
40% 18% 17% 10% 10%
20% 20%
0% 22% 25% Percent Awarded 8% 7% 7%
28% 5%
28% 26% 60
12% All students
Students White 29% 31% 31%
of color (7,602)
(1,147) 40

20 34% 37% 37%

0 White All Students
Students (2,437)

of Color

(423)

All Other All Other
STEM Business Management
Human Services Human Services
Health Science STEM
Business Management Law
Education & Training Health Science

Source: U.S. Department of Education, IPEDS Source: U.S. Department of Education, IPEDS
Completion Survey Completion Survey

34 Minnesota Office of Higher Education

Occupational Demand GOAL TWO | Create a responsive system that produces graduates

Indicator 2G: Are Minnesota colleges producing graduates to fill high demand and high paying jobs?

This indicator uses occupational The occupational projections for the High demand occupations
projection data from the Minnesota 10-year period from 2006 to 2016 were
Department of Employment and published in 2008. Projections are High demand occupations do not
Economic Development. Comparing available at the state and regional level necessarily equate to high paying jobs.
workforce projections to academic in various ways: Of the top 50 projected high demand
award production is an effort to occupations, only 18 paid a median
simplify and analyze a complex and • all occupations in demand annual salary of $36,000 or above
highly nuanced dynamic. Workforce reported by the Department of
needs do not grow in equal increments • high demand/high pay occupations Employment and Economic
each year, and higher education Development in 2008. Thirteen
institutions need time to develop • high growth/high pay occupations required postsecondary training
programs and move students through as a minimum for job entry.
them to respond to anticipated State level projections of the 50 top
demand. The labor market is mobile occupations in demand were analyzed The high demand occupations not listed
and Minnesota employers draw for this indicator. were jobs paying from $8.15 to $16.42
educated employees from outside the per hour. Examples of occupations in
state. Not all Minnesota jobs are filled High demand occupations are this category that are in high demand
exclusively with graduates from projected to have more total openings but pay low wages are food service
institutions within the state. as a share of employment than the workers, janitors, child care workers
average. The total job openings and retail sales persons.
represent the sum of new jobs and
replacements.

Top Projected High Demand/High Pay Occupations in Minnesota 2006-2016

Occupation Estimated Annual Academic Total Annual Median Annual Programs of Study | Occupational Demand
Employment Awards Granted Openings Salary 2008
Health Science 2006-2016
Registered Nurses 2006 2006-2007 $69,021
Licensed Practical and Licensed Vocational Nurses 5,991 4,229 $39,171
Dental Assistants 50,942 2,901 2,340 $40,661
Pharmacists 19,324 1,740 $114,618
Medical and Health Services Managers 469 733 $84,901
Dental Hygienists 5,393 161 241 $71,083
Radiologic Technologists and Technicians 4,715 146 192 $55,450
Medical and Clinical Laboratory Technicians 4,816 236 184 $41,483
Medical and Clinical Laboratory Technologists 3,529 175 164 $55,825
4,227 110 163
Information Technology* 3,057 53 108 $84,279
Computer Software Engineers, Applications 3,232 1,646 105 $46,003
Computer Support Specialists 2,909 $74,551
Computer Systems Analysts 16,096 10,012 889 $80,405
Network Systems and Data Communications Analysts 10,679 457 $67,979
Network and Computer Systems Administrators 453 $69,833
Computer Specialists, All Other 8,982 411
5,723 401 continued
Business Management & Administration & Finance* 8,690 299 $49,245
Business Operations Specialists, All Other 7,504 6,200 $57,897
Accountants and Auditors 1,640 $52,085
Sales Representatives, Services, All Other 49,509 920 $79,358
Management Analysts 27,257 624 $76,066
Securities, Commodities, and Financial Services 13,156 422 $50,192 35
12,230 361 $57,657
MinnInessuortaanMceeSaasluerseAsg-e2n0ts09 317 $108,608
Human Resources, Training, and Labor Relations Specialist 8,291 295
Sales Managers 8,349 261
7,637
8,140

Medical and Health Services Managers 4,816 146 184 $84,901

Dental Hygienists 3,529 236 164 $71,083

Radiologic Technologists and Technicians 4,227 175 163 $55,450

Medical and Clinical Laboratory Technicians 3,057 110 108 $41,483

Medical and Clinical Laboratory Technologists 3,232 53 105 $55,825

OIcncfuopramtiaotniaolnDTeemcahnndol2oGg,yc*ontinued 1,646 2,909
Computer Software Engineers, Applications 889
16,096 $84,279

Computer SupportTSoppeciParliostjsected High Demand/High Pay 1O0,c6c7u9pations in Minnesota 2006-2405176 $46,003
Computer Systems Analysts 8,982 453 $74,551

Network Systems and Data Communications Analysts Est5im,7a2t3ed Annual Academic Total 4A1n1nual $80,405
Network and Computer Systems Administrators Emp8lo,6y9m0ent Awards Granted Ope4n0in1gs
OccCuopmatpiounter Specialists, All Other Med$i6a7n,9A7n9nual
72,050064 2006-2007 20062-929016 Sa$l6a9ry,8230308

HBuesailnthesSscMieannceagement & Administration & Finance* 150,,909112 46,,222090
2,901 21,,364400
RBeugsiinsteesrseOdpNeurarsteiosns Specialists, All Other 5409,,954029 1,740 $$6499,,022415
469 793230 $$3597,,187917
LAiccceonusendtaPnrtascatincdalAaundditLoicres nsed Vocational Nurses 1297,,322547 161 264214 $$4502,,606815
146 149222 $1$1749,,631588
DSaelnetsaRleApsrseissteannttastives, Services, All Other 135,,319563 236 138641 $$8746,,900616
175 136147 $$7510,,018932
PMhaanramgaecmistesnt Analysts 124,,721350 110 126935 $$5557,,465507
53 120681 $$14018,,468038
MSeecduircitaileas,nCdoHmemalothdiStieersv,iacensdMFiannaangceiarsl Services 48,,821961 1,646 120455 $$5759,,862056
2,910891 $115,232
DInesnutraalnHceygSiaelnesisAtsgents 38,,532499 103,,001320 818796
415674 $$8749,,237096
RHaudmioalnogRiecsToeucrhcneso,loTrgaiisntsinagn,danTedcLhanbicoiar nRselations Specialist 47,,262377 1,597 415631 $$4467,,080632
1,181 411513 $$7546,,575814
MSaeledsicMalaannadgeCrlsinical Laboratory Technicians 38,,015470 410512 $$8805,,400155
169 219299 $$6577,,937596
MSaeledsicRaelparnedseCnltinaitcivael sL,aWbohroalteosrayleTe&chMnaonlougfaiscttsuring 37,,243929 247 62,,260404 $$6494,,853435
181 1,674905
InfoMrmarakteiotinngTeMchannoalgoegrys* 5,247 972103 $$4499,,204656
48 622744 $$5478,,819770
CAodmmpinuitsetrraStoivfetwSearrveicEensgMinaenearsg,eArspplications 164,,089961 133 422026 $$5328,,088950
3,043707 316514 $$7592,,315980
CColamimpsuAtedrjuSustpeprso,rEtxSapmeciniaelrisst,sand Investigators 104,,667993 200 311470 $$7567,,056865
219254 $$5509,,179521
CCoomst pEusttiemr aStyostres ms Analysts 84,,978329 25 216212 $$5476,,695772
31 214158 $1$0981,,630186
NInedtuwsotrrikalSPyrsotedmucstaionndMDaantaagCeorms munications Analysts 54,,742335 178019 $$7498,,690363
137564
NFientawnocirakl aSnpdecCiaolmistps,uAtellr OSytshteerms Administrators 83,,689200 126148 $115,232
116317 $$7593,,310662
CProomppeurttye,rRSepael cEisatlaisttes,&AClloOmthmeurnity Association Mgr 73,,590144 145434 $$4471,,826424
135022 $$5468,,728342
BEduusicnaetsiosnMaanndagTreamineinntg*& Administration & Finance* 112492
2,634045 $85,015
BEluesmineensstaOrypeSrcahtoioonl sTeSapcehceiarsli,sEtsx,cAeplltOStpheecrial Education 4294,,560895 $$5775,,395366
795 $$4743,,514154
ASecccoonudnatraynStcshaonodl TAeuadchiteorrss, Except Special and Vocational Education 2271,,285871 721030
$$4593,,006564
SCaolmesmRuenpirteysaenndtaStiovceisa,lSSeerrvviiccees,SApellcOiatlhisetsr, Other 135,,155165 274
210464 $48,170
MSpaencaiagleEmduencattAionnalTyesatschers, Preschool, Kindergarten 125,,243402 $$3482,,859205
154
STreaciunriintigesa,nCdoDmemveoldoiptimese,natnSdpFeicniaanlisctias l Services 84,,219912 114120 $52,190
$$5477,,508654
IVnoscuartainocnealSaEldeuscAagtieonntsTeachers, Postsecondary 83,,324294 124
$59,751
HEduumcaantioRneasol,uVrocecas,tiTornaainl,inagn,daSncdhoLaobl oCroRuenlsaetlioornss Specialist 73,,653575 $$4496,,940782

SEadluecsaMtioannaAgdemrsinistrators, Elementary & Secondary 83,,164902

SEamlepsloRyemperenste,nRteactriuveitsm, Wenhto&lePsalalece&mMenatnSupfeaccitaulrisintsg 73,,409590

LawM, aPrukbelticinSgafMetayn,aCgoerrrsections & Security 5,247

APodlmiceinaisntrdaStihveerSifef’rsvPicaetsroMl aOnfafigceerrss 49,,879419

CCloarirmecstAiodnjaulstOefrfis,cEexrsamanindeJrasi,learnsd Investigators 46,,609036

CPaorsatlEesgtaimlsaatnodrsLegal Assistants 44,,723592

ScieInndceu,stTreicahl nPorolodguyc,tiEonngMineaenraignegr&s Mathematics (STEM) 4,435

FInindaunstcriaiallSEpnegciinaleisetrss, All Other 36,,832708

PCrivoipl eErntgy,inReeearlsEstate & Community Association Mgr 33,,941645

EHduumcaatnioSneravnicdeTsraining*

EClheimlde, nFatamryilyS,cahnodolSTcehaocohleSros,ciEaxlcWepotrkSperescial Education 247,,698055

ArtSs,eAcounddiaor/yVSidcheoooTleTcehancohelorsg,yEx&ceCpotmSpmeucinailcaantidonVocational Education 21,881

CGorampmhiucnDiteysiagnnderSsocial Service Specialists, Other 55,,521254

ArcShpiteeccitaulrEedauncdatCioonnsTteraucchtieorns, Preschool, Kindergarten 5,442

TCreamineinngt ManadsoDnesvaenlodpCmoenncrteStpeeFciinailsishtesrs 43,,189629

MaVnuofcaacttiounrianlgE&duTcraatniospnoTretaactihoenrs, Postsecondary 3,224

MEdoubcialetioHneaalv, yVEoqcautiipomnaeln, taMndecShchanoiocls,CEoxucnespetloErnsgines 33,,259525

*WitEhdinutchaesteiocanreAerdcmlusitnerisstarcaadteomrsic, pErloegmramens dtoarnyot&aliSgencsopencdifiacarlyly with occupations; the3r,e6fo9r2e, all graduates in the career cluster are included1.2G2raduates from a$v9ar1ie,3ty1o6f

acadEemmicpploroygmraemns tw,itRheinctrhueitcamreeenr ctlu&stePrlcaocueldmweonrktinSptheecseiaolciscutspations. Annual academi3c,a0w5a0rds granted are at the bachelor’s degree level an1d1b8elow. $48,933

SLoauwrc,e:PMuibnnliecsoStaafDeetpya,rtCmoenrrteocftEimopnlosy&meSnet caundriEtcyonomic Development and U.S. Department of Education, IPEDS Co1m,5p9le7tion Survey 709

Police and Sheriff’s Patrol Officers 9,749 1,181 354 $53,162

Correctional Officers and Jailers 6,006 169 218 $41,244

Paralegals and Legal Assistants 4,252 247 137 $48,232

Science, Technology, Engineering & Mathematics (STEM) 181 444

Industrial Engineers 6,378 48 302 $75,936

Civil Engineers 3,465 133 142 $73,114

3H6uman Services 477 Minnesota30O5ffice of Higher Education

Child, Family, and School Social Workers 7,905 $53,054

Arts, Audio/Video Technology & Communication 200 200

High demand/high pay 2E nearly half the sub-baccalaureate Unlike health science occupations, in GOAL TWO | Create a responsive system that produces graduates
certificates awarded at two-year which there is significant specialization
Occupations in the high demand/high colleges were in health science and correlation between the academic
pay category require postsecondary programs. Of all the 85,000 academic award and occupation, a bachelor’s
training for job entry and most also credentials awarded to students from degree in computer and information
appear on the list of projected high certificate to doctorate, the largest sciences may qualify an individual for
growth/high pay occupations. For number, nearly 15,000 were in health several occupations within the field.
individuals, this means that the path to sciences. Nursing programs comprised Recently information technology
a secure financial future includes half of all health science awards. occupations have become more
higher education. The annual median In addition to the nine high demand specific and specialized as the
salary for all 50 high demand/high pay health science occupations listed on information technology infrastructure
occupations was $62,000 in 2008. page 35 were 101 other specific health has grown and specific skills sets are
Annual salaries ranged from $38,900 science programs offered at Minnesota needed to keep it operational.
for a community and social service postsecondary institutions during the Demand is particularly high for systems
worker to $115,200 for a marketing 2006-2007 academic year. analysts, software engineers, and
manager. The projected annual network administrators. Some of these
occupational demand is included with Information technology careers skills can be learned on-the-job
the most recent awards conferred in through work experience and some
the corresponding postsecondary Degrees in science, technology, can be acquired through
program. engineering and mathematics are postsecondary education training.
widely accepted as the most high-
Health science careers demand and desirable degrees to build
competitiveness in a world economy. A
Health sciences along with information closer look reveals some occupations
technology (computer science) are two are in much higher demand than
high demand occupational areas others. For the period ending in 2016,
receiving attention, both statewide the highest-demand STEM occupations
and nationally. Occupations in these were projected to be in information
areas require some level of higher technology.
education training for job entry.

Of the top 50 projected high demand The state projects 2,902 job openings Occupational Demand
occupations for Minnesota, nearly one- per year in the high demand
quarter are in health care. All of the information technology occupations
health science occupations requiring listed on page 35 through 2016.
postsecondary training for job entry Minnesota’s higher education sector
are also high paying. produced 1,646 awards at the bachelor’s
degree or below in the 2006-2007
Comparing the 4,229 projected annual academic year, indicating that
job openings in the high demand Minnesota’s postsecondary institutions
health care occupations with the 5,991 may not be meeting the demand.
annual postsecondary awards (shown
on page 35) indicate that Minnesota’s Of all the 85,000 academic credentials
postsecondary institutions are generally awarded to students from certificate to
able to meet the demand. The state's doctorate, 2,159 academic credentials
colleges and universities have made were awarded to students in 22
special efforts to increase capacity in different programs in computer
nursing and other allied health sciences during the 2006-2007
programs, in the last decade. Of course, academic year. Enrollments in these
this conclusion assumes that every programs, below the bachelor’s degree,
graduate in health care enters their have decreased somewhat recently in
chosen profession and stays on the job. conjunction with the so-called "dot-
com bust" and the outsourcing of jobs
Programs in health sciences are popular in high-tech industries.
student choices. As shown in indicator

Minnesota Measures - 2009 37

3Increase student learning and improve skill levels of students
so they can compete effectively in the global marketplace.

This section examines how Minnesota postsecondary institutions are assessing
student learning. Student learning outcomes have been identified by educators
and policymakers as essential measures in understanding the effectiveness of
higher education institutions. The Higher Learning Commission has positioned
effective assessment of student learning as an essential aspect of evaluating an
organization’s overall effectiveness. The tools for developing assessment
measures are evolving as discussions about best practices for student learning
evaluation progress at the national, state and institutional levels. This section
offers an abbreviated inventory of activities in this area. Future reports will
continue to build on this work.

In addition to local assessment efforts at institutions, several standardized tools
are available to assess student learning. Each assessment tool or outcome
measure offers a different lens with which to view student development at
postsecondary institutions. Analyzing this assessment data at the state level
creates a fragmented picture, in part because no single tool has broad
institutional participation and no one test can capture the breadth and depth
of a postsecondary student’s development. The diversity of institutional missions
and academic programs further complicates the task. This section uses a variety
of indicators to view the landscape of what defines a successful learning
outcome for Minnesota students: measures of student learning and engagement
during their undergraduate careers, scores on graduate school admission exams,
Minnesota candidates’ certification and licensure pass rates and measures of
employer satisfaction with recent graduates of Minnesota postsecondary
institutions.

38 Minnesota Office of Higher Education

In response to national dialogue about the need for clear and comparable GOAL THREE
information about student learning, public and private colleges and universities
across the country are collaborating in unprecedented ways. Two nationwide
networks to provide information for students, families and policymakers have
been developed. The Voluntary System of Accountability, which is a joint product
of the American Association of State Colleges and Universities and the National
Association of State Universities and Land-Grant Colleges, provides a College
Portrait template for participating institutions to describe their institution across
three main areas: Student and Family Information, Student Experiences and
Perceptions, and Student Learning Outcomes. Student survey data is used to
illustrate levels of student engagement, and a pilot study is underway to
evaluate student learning assessments using the three tools described in this
section. The seven Minnesota state universities and the University of Minnesota-
Twin Cities campus are participating in this voluntary, web-based system. The
National Association of Independent Colleges and Universities has also launched
the University and College Accountability Network. U-CAN is a web-based
common college portrait designed for consumers with descriptive information
on participating private institutions’ students and graduates with the option for
institutions to include information on their students’ learning outcomes,
including data from engagement surveys, standardized tests and alumni
satisfaction surveys. Fourteen private institutions in Minnesota are currently
participating in U-CAN.7

The Office of Higher Education will continue to analyze the use of current
assessment instruments as well as how best to capture the value of students’
experiences at two- and four-year institutions across the state.

Minnesota Measures - 2009 39

Goal 3 Introduction, continued

Abbreviated Inventory of Assessment Tools Currently in Use in Minnesota

Assessment Minnesota Participation National Participation Report
Tool (most recent year)
Purpose (most recent year) Indicator

Collegiate Assessment General education test 5 four-year and 1 two-year 370 institutions 3A
of Academic Progress for students at two- and institution
(CAAP) four-year institutions

Learning Measure of Academic General education test 5 four-year and 1 two-year 325 institutions 3A
Assessments Proficiency and Progress for students at two- and institution
(MAPP) four-year institutions

Collegiate Learning General education test 10 institutions; some 176 institutions 3A
Assessment (CLA) for students at four-year participate as part of a
institutions designed to longitudinal study and may
measure learning over time not have tested last year

National Survey of Annual survey of students at 15 institutions 769 institutions 3B
Student Engagement four-year institutions
(NSSE)
Student
Surveys Community College Annual survey of student 11 institutions 316 institutions 3B
Survey of Student engagement at two-year
Engagement (CCSSE) colleges

Graduate Record Exam Graduate school admissions 4,109 students 387,044 students 3C
(GRE) test
Graduate
Admissions Law School Admissions Law school entrance exam 1,194 students 117,952 students 3C
Test (LSAT)

Medical College Medical school entrance 2,365 students 159,515 students 3C
Admission Test (MCAT) exam

Praxis Set of exams used for teacher 3,172 candidates 29 states 3D
licensure

Career National Council Licensing exam for registered 1,687 PN candidates; 60,238 PN candidates; 3D
Licensure Licensure Examination 119,573 RN candidates
(NCLEX) and practical nurse 2,726 RN candidates

Uniform Certified Public Exam required to practice as 851 candidates 69,259 candidates 3D
Accounting Exam (CPA) a certified public accountant

Employer Minnesota Survey of employers’ 1,500 employers surveyed Minnesota only 3E
Survey Office of Higher satisfaction levels with recent statewide with a 52%
Education Survey graduates of Minnesota response rate
postsecondary institutions

Source: Minnesota Office of Higher Education

40 Minnesota Office of Higher Education

Learning Outcomes Assessment GOAL THREE | Increase student learning and improve skill levels of students

Indicator 3A: How is student learning currently measured through standardized tests

at Minnesota postsecondary institutions? 36% 42%

48% 58%

insti5t2u%tions, 64% 58% al7l1o%f
Assessment of student learning is 4M2i%nnesota undergraduate7s8% or the MAPP assessment. Due to

embedded in classroom and institutional posted consistently higher average 22% the c2o9n%densed format of some of the
activities at all Minnesota postsecondary scores on the CAAP math and critical tests and the small sample size at the

institutions. Three standardized thinking modules than did participants two-year college level, data from the

assessment tools that measure student nationally. The critical thinking module MAPP are not included here.

learning in general education areas have is the most commonly used module in

been in limited use in Minnesota for Minnesota. In 2007-2008, writing skills Collegiate Learning Assessment

several years. The Collegiate Assessment and math were the most common The CLA is a comprehensive instrument

of Academic Proficiency, the Measure of modules used nationally. Two-year used to measure broad student

Academic Proficiency and Progress and college data is not shown here due abilities. Its purpose is to measure

the Collegiate Learning Assessment offer to the small sample size. learning gains over time at the

institutions a variety of ways to assess Measure of Academic institutional level by testing both first-
general learning. All three exams are Proficiency and Progress year and senior students. It also gives a
designed to facilitate transparency and separate value-added score attuned to

comparability of student-centered The MAPP is another general education a student’s entrance scores on either

information at different academic levels.8 test for students at two- and four-year the SAT or ACT to measure how the

The CLA also has a longitudinal study institutions that combines four general institution contributes to student

where institutions test the same group of education skill areas (critical thinking, learning. The CLA focuses on the

students to get specific individual-level reading, writing and mathematics) into institution as the unit of measurement

information on learning gains over time. one integrated test, available in 40- rather than on the student. Ten four-

minute or two-hour versions. Scores year public and private institutions in

Although these assessments can provide a from both test formats are included in the state have participated in the CLA,

picture of current practices in learning the scores reported by MAPP. either in 2007-2008 or as part of a

outcomes, the data are incomplete. longitudinal study that tests the same

Institutions can choose to use different In 2007-2008, Minnesota students group of students at various stages of

modules of the assessment. They may test attending 5 four-year institutions and their academic career. CLA data was

students at different levels of schooling 1 two-year institution took a portion not publicly available.

and there is growing but still limited

participation in these national

assessments by Minnesota institutions. Minnesota and National CAAP Scores at 4-Year Institutions

Collegiate Assessment of 70
Academic Progress
65
The CAAP is a general education test
available to two- and four-year 60
institutions that is designed to assess
general learning. The test has multiple Scaled Scores 55
choice and essay questions and offers
six modules: critical thinking, writing 50 Learning Outcomes Assessment
skills, reading skills, science, essay
writing and mathematics. The test is 45
completed by students in class.
40 Critical Math Critical Math Critical
The CAAP is not widely used in Math thinking thinking thinking
Minnesota. In 2007-2008, students at
5 four-year institutions and 1 two-year 2005-2006 2006-2007 2007-2008
institution took the test. Over the past
three years of testing at four-year Minnesota
Nation

Note: Possible scaled scores range from 40 to 80.
Source: ACT

Minnesota Measures - 2009 41

Student Engagement

Indicator 3B: Are M3i6n%neso4t2a%students fully engaged in the educational process?

48%
58%
Ano5th2%er current tool u6se4d%to ass5e8s%s the 78% well 7in1s%titutions serve the needs and institutions to conduct either NSSE or
maximize the intellectual and social CCSSE at least biennially.
undergraduat4e2%experience is a student

survey designed to gather feedback 22% deve2lo9p%ment of their students.

about students’ levels of engagement, Students attending Minnesota four-

both academic and non-academic, at National Survey of Student year institutions indicated comparable

their institutions. This indicator presents Engagement levels of engagement across all

data gathered through two surveys of The NSSE10 is an annual survey categories as did students in peer

student engagement: the National Survey distributed to students at participating states in 2008. The average ratings for

of Student Engagement and the four-year public and private institutions both first-year and senior students in

Community College Survey of Student nationwide. The survey, which is Minnesota and the peer states were

Engagement. The NSSE is a survey of conducted online and through direct lower across all categories than the

students at four-year public and private mail, allows for comparisons of average for students at the top-scoring

institutions. The CCSSE surveys students at responses from first-year students and 50 percent of institutions participating

community and technical colleges. While seniors to measure changes in student in NSSE nationally. Minnesota college

not identical, both surveys cover general engagement levels. seniors had higher ratings of

topics relating to student engagement engagement than Minnesota first-year

such as academic rigor, collaborative In 2008, 769 institutions participated in students across all categories except for

learning, student-faculty interaction and the survey nationally, including 15 from supportive campus environment, which

student support. Minnesota, up from 610 national was rated lower by seniors than by

participants in 2007. Approximately first-year students. Seniors in peer-state

Research indicates that there is a strong 370,300 students participated nationally, institutions and the top 50 percent of

relationship between a student’s level of including 102,900 from peer states NSSE institutions also rated supportive

engagement as an undergraduate and and 9,200 from Minnesota. In 2008, campus environment lower than did

successful outcomes for students and for the Minnesota State Colleges and first-year students—the only

institutions, such as improved retention Universities system, which enrolls more benchmark to be lower for seniors.

and graduation rates.9 Both surveys than half the undergraduates in

contribute to an overall picture of how Minnesota, began requiring their

Student Engagement at 4-Year Institutions 2008

Benchmark Mean Scores 70
60
50 Peer States Top 50% Nationally Minnesota Peer States Top 50% Nationally
40 First years Seniors
30
20
10
0

Minnesota

Academic challenge Student-faculty interaction Supportive campus environment
Collaborative/active learning Enriching educational experiences

Note: Benchmark means are averages, weighted for gender and enrollment, of student responses to a group of related survey items.
Source: National Survey of Student Engagement

42 Minnesota Office of Higher Education

42% 78%
22%
29%

Minnesota’s first-year and senior students first years and later as seniors, the GOAL THREE | Increase student learning and improve skill levels of students
on average rated their institutions as consistent and sizeable increase in ratings
more academically challenging than did of academic rigor by seniors compared to
students in peer states, yet lower than first-years suggests the positive effect of
students from the top-scoring 50 percent student engagement on learning
of institutions participating in NSSE outcomes.11 Scores on this benchmark
nationally in 2008. The increase in ratings were based on a section of survey
between first-year and senior students at questions including whether students
Minnesota institutions, however, was worked harder than expected to meet
greater than the increase between first- instructor expectations, the amount they
year and senior students in both the peer studied, whether they applied concepts
states and the top 50 percent of NSSE learned to problems and situations, the
institutions. This difference occurred for number and length of papers they wrote
all four years studied. Although the same and the number of assigned texts and
students are not necessarily surveyed as course readings.

Level of Academic Challenge Reported by Students at 4-Year Institutions

70

Benchmark Mean Scores 65

60

55

50

45

40 First years Seniors First years Seniors First years Seniors

Minnesota Peer States Top 50% Nationally

2005 2006 2007 2008

Note: Benchmark means are averages, weighted for gender and enrollment, of student responses to a group of related survey items.
Source: National Survey of Student Engagement

Student Engagement

Minnesota Measures - 2009 43

Student Engagement 3B, continued 48% 36% 42%
52% 64% 58%
58% 71%
42% 78% 29%
22%

On measures of satisfaction with their Overall Educational Experience
overall educational experience assessed Reported by Students at 4-Year Institutions 2008
by NSSE, students at Minnesota
institutions indicated comparable 100% 40% 43% 37% 39% 38% 40%
satisfaction and dissatisfaction levels with 80%
both the peer states and the national
average of participating institutions for 60%
both first-year and senior students.
Slightly higher numbers of senior 40% 49% 45% 51% 47% 50% 46%
students rated their experience as
“excellent” than did first-year students 20% 10% 10% 11% 11% 11%
for Minnesota and both comparison 9% Seniors
groups over the past three years studied. First years Seniors First years Seniors
0% First years
Community College Survey of
Student Engagement Minnesota Peer States Nation

The CSSE12 is a survey of public Excellent Good Fair Poor
community and technical college
students’ level of engagement at their Source: National Survey of Student Engagement
institutions. In 2008, 316 institutions
participated in the survey nationally, of Student Engagement at 2-Year Institutions 2008
which 11 were Minnesota institutions.
Students in credit-based courses were Benchmark scores 60
randomly selected and surveyed during 55
class sessions. A benchmark score of 50 50 Student Academic Student-faculty Support for
on the CCSSE is equivalent to an 45 effort challenge interaction learners
average score nationally. 40
35 Peer States Nation
For 2008, Minnesota two-year 30 Active/
institutions had higher ratings of
student engagement on average than collaborative
both the peer states and national learning
comparison groups across all five
benchmark categories: active and Minnesota
collaborative learning, student effort,
academic challenge, student-faculty Source: Community College Survey of Student Engagement
interaction and support for learners.
The ratings difference for Minnesota
students compared to the comparison
groups was the greatest on questions
related to active and collaborative
learning and least on questions
relating to the level of academic
challenge at their institutions.
Minnesota student ratings declined
from 2007 to 2008 but remained
higher than 2006 ratings across all five
survey categories.

44 Minnesota Office of Higher Education

Graduate Preparation GOAL THREE | Increase student learning and improve skill levels of students

Indicator 3C: How well are Minnesota postsecondary institutions preparing their graduates for
further study?

Graduate admissions tests can provide a specific area of graduate study Graduate Record Exam
another perspective on outcomes of and cannot in isolation measure
undergraduate student learning. These undergraduate education. The Educational Testing Service provided
exams are designed to evaluate an three years of aggregate data on the
individual’s level of preparation for • Some test takers may have GRE General Test, based on the state in
graduate study, which includes completed their undergraduate which the test takers reported that they
master’s, doctoral and professional studies several years prior to taking earned their undergraduate degree.13
degree programs. In analyzing a graduate school admissions exam, The GRE General Test has three subtests:
graduate admissions test results as while some test takers may take a quantitative reasoning, verbal reasoning
measures of undergraduate student graduate exam prior to completing and analytical writing. Students may
learning at the state level, three their undergraduate programs. take the exam by computer or in paper-
important caveats should be based format. Required minimum scores
considered: • Exams such as the Law School for admission to graduate school vary by
Admission Test and Medical College institution and by program within the
• Test takers represent a select subset Admission Test are targeted to institution.14
of undergraduates who plan to specific programs of study and, as
pursue graduate study. While some such, do not reflect the whole of
baccalaureate programs use the an undergraduate’s learning.
Graduate Record Exam as a learning
outcomes assessment for the This indicator includes data on
program, admissions tests are Minnesota undergraduates taking
generally taken by individual the GRE, LSAT and MCAT.
students interested in pursuing

Quantitative Reasoning on the Graduate Record Exam

2004-2005 Test Mean 2005-2006 Test Mean 2006-2007 Test Mean
Top 3 States Takers Score Top 3 States Takers Score Top 3 States Takers Score

Connecticut 2,781 616 Massachusetts 5,371 605 Utah 3,323 594 Student Engagement | Graduate Preparation
Massachusetts 8,738 612 California 19,684 603 Massachusetts 7,699 593
California 31,042 611 Utah (4th) 598 Wisconsin (3rd) 4,708 589
Minnesota (7th) 4,546 600 Minnesota (3rd) 2,799 599 Minnesota (3rd) 4,109 589
Peer States 588 Peer States 2,768 579 Peer States 572
Nation 567 Nation 558 Nation 552

Note: Peer state and national scores are weighted averages based on the number of test takers reporting their undergraduate institution.
Source: Educational Testing Service

Minnesota Measures - 2009 45

Graduate Preparation 3C, continued

On the quantitative subtest, graduates in 2002, remained at 4.4 to 4.5 out of a groups for all four academic years
from Minnesota institutions have six-point scale over the past three years. studied. The number of test takers has
consistently achieved high scores. This is comparable with average scores declined over the past four years for all
Minnesota learners’ average scores from graduates in the peer states and groups.
ranked at the top of the peer states slightly higher than the national
and well above the national average average over the same period. The LSAT score is reported on a scale
in each of the past three years. ranging from 120 to 180. Test takers
Law School Admission Test with multiple scores in a given year have
On the verbal subtest, graduates from their scores averaged. Undergraduate
Minnesota institutions also achieved The LSAT uses a multiple-choice format institutional information is available for
high average scores, higher than those to evaluate law school applicants’ test takers who register for the Law
of graduates from institutions in the reading comprehension, analytical School Data Assembly Service (about
peer states and notably above the reasoning and logical reasoning. two-thirds of all test takers) and not for
national average. The average score on the LSAT students who register only for the LSAT,
for graduates from Minnesota so state-level data does not represent
Scores for Minnesota graduates on the postsecondary institutions was higher the entire test-taking population.
analytic writing exam, first implemented than the average scores for both the
national and the peer states comparison

Verbal Reasoning on the Graduate Record Exam

2004-2005 Test Mean 2005-2006 Test Mean 2006-2007 Test Mean
Top 3 States Takers Score Top 3 States Takers Score Top 3 States Takers Score

Rhode Island 1,287 525 Vermont 351 524 Massachusetts 7,699 524
Vermont 685 523 Rhode Island 786 510 Rhode Island 1,386 520
Connecticut 519 Utah 2,799 506 Vermont 519
Minnesota (12th) 2,781 492 Minnesota (11th) 2,768 489 Minnesota (11th) 738 498
Peer States 4,546 483 Peer States 476 Peer States 4,109 483
Nation 473 Nation 465 Nation 476

Note: Peer state and national scores are weighted averages based on the number of test takers reporting their undergraduate institution.
Source: Educational Testing Service

Law School Admissions Test Results

2003-2004 Test Mean 2004-2005 Test Mean 2005-2006 Test Mean 2006-2007 Test Mean
Minnesota Takers Score Takers Score Minnesota Takers Score Minnesota Takers Score
Peer States Peer States Peer States
Nation 1,383 152.9 Minnesota 1,342 153.2 Nation 1,220 153.5 Nation 1,194 153.2

21,434 151.7 Peer States 20,621 152.0 18,461 152.1 17,714 152.1

128,994 150.8 Nation 126,224 150.7 119,206 150.9 117,952 150.9

Source: Law School Admission Council

46 Minnesota Office of Higher Education

Medical College Admission Test 3-Year Performance on the Medical College Admission Test 2005-2007 GOAL THREE | Increase student learning and improve skill levels of students

The MCAT is taken by undergraduates Examinees Matriculants at Acceptance
planning to go to medical school. The Medical Schools Rate
maximum score possible on the MCAT Minnesota Test takers 2,365 34%
is 45. MCAT data is presented over a Mean scores 26.85 802
three-year period and measures the 30.79 33%
number and mean scores of test takers Peer States Test takers 30,591 10,203
as well as the number and mean scores Nation Mean scores 26.11 30.82 29%
of examinees accepted into medical Test takers 46,189
schools nationwide. Examinees from Mean scores 159,515 30.50
Minnesota undergraduate institutions 25.68
have similar performance on the MCAT
as examinees in the peer states and Source: American Association of Medical Colleges
are slightly ahead of the national
average in both MCAT mean scores
and acceptance into medical school.

Applicants may take the MCAT
multiple times. These scores include
only the most recent score for all test
takers, following the common medical
school practice. When removing all but
the most recent scores for test takers
during the three-year period, the
number of reported scores nationwide
drops by approximately one-third.

Graduate Preparation

Minnesota Measures - 2009 47

Certification and Licensure Preparation

Indicator 3D: How do graduates of Minnesota programs compare to students nationally and in
peer states on certification and licensure exam pass rates?

Praxis Series Assessments three areas: basic content (general subject to be taught). These three areas
knowledge of reading, writing and are combined into summary pass rate
The Praxis Series assessments are a set mathematics), professional knowledge scores.
of exams by the Educational Testing (knowledge related to teaching) and
Service used for teacher licensure. academic content (knowledge of the To pass a portion of the Praxis, test
The exams required in Minnesota cover takers must achieve a score at or above
the established cut score set by each
Praxis Series Assessments for Teacher Licensure in Minnesota state’s licensing organization. Because
cut scores are set individually by each
2003-2004 2004-2005 2005-2006 2006-2007 state and states may utilize different
exams or forms of assessment, no
Summary Pass Rates 89% 88% 90% comparative data for the Praxis exam
96% 94% 97% exists. In Minnesota for 2006-2007,
Public institutions 94% 91% 90% 92% 3,174 individuals took all or a portion of
the Praxis; 1,868 were from public and
Private institutions 98% 96% 93% 95% 1,306 were from private institutions.
99% 98% 98% This data reflects initial licenses only;
Total 95% 97% 95% 96% licensed teachers receiving added
endorsements or additional licenses are
Basic Skills Pass Rates 99% 98% 98% not included in this data.
100% 99% 99%
Public institutions 95% 98% 99%
99%
Private institutions 98% 92% 94%
91% 95% 96%
Total 96% 96% 93% 95%
93%
Professional Knowledge Pass Rates

Public institutions 99%

Private institutions 100%

Total 99%

Academic Content Pass Rates

Public institutions 98%

Private institutions 99%

Total 98%

Source: U.S. Department of Education and the Minnesota Department of Education

First-time Licensure Exam Results for Nursing Program Graduates

2004 2005 2006 2007

Number Pass Number Pass Number Pass Number Pass
Rate Rate Rate Rate

Practical Nurse Candidates

Minnesota 1,494 91.0% 1,704 90.0% 1,676 88.6% 1,687 89.4%
56,947 87.9% 60,238 87.3%
Nation 49,284 89.0% 53,213 89.0%

Registered Nurse Candidates–Associate Degree Programs

Minnesota 1,349 85.0% 1,720 84.0% 1,618 87.0% 1,814 80.9%
65,390 88.0% 69,890 84.8%
Nation 52,275 85.0% 60,053 87.0%

Registered Nurse Candidates–Baccalaureate and Higher Degree Programs

Minnesota 603 90.0% 710 86.0% 775 88.3% 912 88.8%
41,349 88.3% 45,781 86.4%
Nation 30,648 85.0% 35,496 87.0%

Source: Minnesota Board of Nursing

48 Minnesota Office of Higher Education