Commentary; Posted: 9/14/05
Focus on academics, high expectations for graduates
Joe Nathan
Guest Columnist
Forest Lake may want to study a fascinating new report about Minnesota high schools. ìGetting Preparedî by the University of Minnesota and the Minnesota State College and University System shows a number of small rural high schools are doing much better at preparing students for Minnesotaís public colleges and universities.
Forty-two percent of Forest Lakeís 2000-2003 graduates took a ìdevelopmentalî or ìremedialî course at a public Minnesota University. Thatís 6 percent above the statewide average of 36 percent.
And 52 percent of 2000-2003 Forest Lake graduates entered a Minnesota public college or university shortly after graduating, again, just over the statewide average of 49 percent.
Forest Lake did about as well, or better than many suburbs.
A few examples, with percentages of students who enrolled in a Minnesota public college or university, and took at least one developmental course: Anoka (40%). Blaine (41%), Bloomington Kennedy (44%). Coon Rapids (45%). Eagan (40%), North St. Paul (48%), Rosemount (43%), Simley-Inver Grove Heights (41%), Tartan (41%), and White Bear Lake South (49%).
Some suburban high schools sent a somewhat higher, some similar or slightly lower percentage of students than Forest Lake to public universities.
However, some rural high schools serving a cross section of students do an incredible job. 61 percent of St. Clairís graduates go to public colleges and universities, and only 13 percent took remedial courses.
Less than 20 percent of graduates in Caledonia, Clinton-Graceville, Foley, Goodhue, Janesville-Waldorf-Pemberton, Melrose, Hendersonís Minnesota New Country and Pipestone took remedial courses at public Minnesota universities.
Only 16 percent of Blooming Prairie graduates took a remedial course, while 63 percent entered a public university.
BP superintendent Barry Olson offers several reasons. First, ìbeing small allows us to know students well, and see who needs help.î Next, BP requires four years of math, and has a strong math department. Finally, their required senior English class spends a semester on composition and research and a semester on literature. Blooming Prairie is serious about high expectations for all.
Here are the statewide facts:
ï36% that took at least one ìdevelopmentalî or remedialî course in reading, writing or math is up slightly from 1999 graduates. 33% of these students took a developmental course. Thatís a LOT of graduates, not fully prepared in the ì3 Rís.î
ïStudents were least ready for college work in math. 28% of graduates took a remedial course in math, 14% in writing and only 9% in reading.
ïAlmost half: 46% of the students entering Minnesotaís two- year public community or technical colleges took at least one remedial course.
ïThe numbers were much less at four-year state universities (29%) and the University of Minnesota (8%).
Remedial courses are expensive for families and taxpayers. This spring MnSCU officials estimated the cost at about $10 million a year ó roughly half from families and students, and half from taxpayers.
For the full report, see: www.mnscu.edu/media/publications.
Bigger high schools are not necessarily better. Whatís better?
Combining high expectations, small schools and a focus on academics.
Joe Nathan, a former public school teacher, now directs the Center for School Change, Humphrey Institute, University of Minnesota.
Forest Lake Times
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