Getting Prepared 08

Getting Prepared: A 2008 Report on Recent High School Graduates Who Took Developmental/Remedial Courses State-Level Summary and
High School Summary March 2008
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Executive Summary
To encourage conversations about preparation for college, the Minnesota Legislature requires the University of Minnesota and Minnesota State Colleges and Universities to report data on recent public high school graduates who take remedial (or developmental) courses in these two public systems. This report is a summary that is transmitted to the Minnesota Department of Education and to the superintendents of all Minnesota school districts. In a separate report, each superintendent receives data on individual graduates from the district who took developmental courses so that school staff can look for opportunities to improve their educational programs. Data in the report follow students from the high school classes of 2003, 2004, and 2005 for two years after high school graduation. One year of developmental course-taking data is available for graduates of the class of 2006. Developmental Courses Taken by 2005 Minnesota Public High School Graduates Within two years of high school graduation, 49 percent of the class of 2005 enrolled in a Minnesota public higher education institution. Of these public higher education students, 38 percent took one or more developmental courses during that period.
Minnesota Public High School Class of 2005 Graduates Who Enrolled in Minnesota Public Higher Education and Took Developmental Courses within Two Years of Graduation Percent of graduates who attended public higher education that took at least one course Of graduates enrolled at the University of Minnesota (any campus) Of graduates enrolled in a two-year community or technical college Of graduates enrolled in a four-year state university Percent of graduates who attended public higher education who took:* One developmental course Two developmental courses Three or more developmental courses At least one course in developmental mathematics At least one course in developmental writing At least one course in developmental reading 38% 7% 48% 29%
20% 9% 8% 36% 17% 13%
* Percentages do not add to 100 percent due to rounding.

Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities,
Research and Planning
Most students who enrolled in developmental courses took only one course. However, 8 percent of the class attending public higher education took three or more courses. Mathematics is the most common developmental course taken, followed by writing and then reading. Thirty-six percent of the 2005 graduates enrolled in developmental mathematics
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either alone or in combination with other skill areas; 22 percentor over half the students in developmental educationenrolled only in mathematics courses. Developmental enrollments are concentrated in Minnesota State Colleges and Universities, particularly in the two-year colleges. Of the 10,834 graduates who enrolled in developmental courses, 97 percent attended an institution within Minnesota State Colleges and Universities; 79 percent attended a two-year community or technical college. With their mission to admit all high school graduates, two-year public colleges enrolled 48 percent of their students from the class of 2005 in developmental courses.
Public Institutions Attended by 2005 High School Graduates Who Enrolled in Developmental Courses Within Two Years of Graduation 9,000 8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
University of Minnesota Four-Year State Universities Two-Year Colleges
8,555
1,990 370
Type of Institution Attended
Recent Trends Comparable data on developmental course-taking among recent high school graduates exists beginning with the high school graduating class of 1999. For the class of 1999, 33 percent of the public higher education students took a developmental course within two years of graduation. For the classes of 2001 through 2003, that percentage rose to 36 percent. Since then, the remedial course-taking rate increased to 37 percent for the class of 2004 and 38 percent for the class of 2005. One possible reason for the increase since 1999 is that larger percentages of new high school graduates were attending public colleges and universities. During the late 1990s, more adults of all ages, especially students who did not look ahead to college, began enrolling in postsecondary education. However, since the class of 2001, the percentage of new high school graduates enrolling in Minnesota public higher education institutions within two years has been relatively steady at 49 or 50 percent.
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Trends in Percent of Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Institutions Who Took at Least One Developmental Course Within Two Years of High School Graduation, 1999 - 2005
50% Percent of Minnesota Public High School Graduates Who Enrolled Within Two Years 45% 40% 35% 30% 25% 20% 15% 15% 10% 5% 0% 1999 2000 2001 15% 11% 23% 21% 43% 44% 45%
46%
47% 45%
48% Two-Year Colleges
33%
34%
36%
36%
36%
37%
38%
29% 27%
29%
29%
29%
State Universities
8%
8%
8%
7%
University of Minnesota
2002
2003
2004
2005
Year of High School Graduation
At Minnesota State Colleges and Universities, more thorough placement testing and enforcement of required enrollment in developmental education account for at least some of the increase. The percentages of recent high school graduates in two-year colleges who enrolled in developmental courses increased to an all-time high with the class of 2005, but at the four-year state universities, rates remained constant since the class of 2002. The percentage of new graduates at the University of Minnesota taking developmental courses has dropped significantly since the class of 2000. More selective admissions on the Twin Cities campus is the main reason for this trend. It is likely that some students who previously might have been able to enroll and take developmental courses at the University of Minnesota instead enrolled in Minnesota State Colleges and Universities, adding to growth in developmental enrollments on those campuses. Implications for High Schools and Post-Secondary Education For high schools: Mathematics continues to enroll the majority of students in developmental education. Efforts to improve mathematics achievement can have the biggest payoff in terms of helping students avoid the need to take developmental courses.
Data on individual district graduates, provided to school districts in a separate document, can be examined to learn more about the high school experience of students who enrolled in developmental education. Admissions to the University of Minnesota and some universities in the Minnesota State Colleges and Universities system are becoming more selective. Students who need developmental education may increasingly find they cannot start at a four-year public institution. Teachers and students need to understand that, while community and technical colleges admit all high school graduates, students who are not prepared for collegelevel work will have to take developmental courses that do not count toward a certificate, diploma or a degree. For colleges and universities: Because most developmental enrollments are in Minnesota State Colleges and Universities, institutions in that system and the Office of the Chancellor bear the most responsibility for working with high schools to improve preparation for college. Overview of Developmental Programs in Minnesota Public Higher Education Except for Metropolitan State University, all Minnesota public higher education institutions offer developmental courses that are taken by recent high school graduates. These courses count towards attendance levels required for financial aid and athletics eligibility, but the credits cannot be applied towards a higher education degree, diploma or certificate. Two-year colleges offer the most extensive developmental programs because they admit all high school graduates and enroll more students who need assistance than the four-year state universities and the University of Minnesota that have selective admissions policies. Minnesotas provision of developmental education is typical in the United States. Virtually all University of Minnesota developmental courses are in mathematics. Minnesota State Colleges and Universities offer developmental education in mathematics, writing, reading, English as a Second Language, study skills and miscellaneous topics. Institutions use a variety of methods to identify students who need developmental courses. The University of Minnesota, which advises but does not require students to enroll in developmental mathematics, generally uses the ACT assessment along with other measures. Minnesota State Colleges and Universities require most students to complete an incoming student assessment that includes basic measures of reading comprehension, writing, and mathematics on system-endorsed tests. Students can be required to complete developmental courses before they enroll in general education classes.
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GETTING PREPARED: A 2008 Report on Recent High School Graduates Who Took Developmental/Remedial Courses State-Level Summary and High School Summary Contents
Executive Summary Contents Getting Prepared for College: A Shared Agenda About this report Legislative Mandate Development Education In Minnesota Public Higher Education iii
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What is remedial/developmental education? Why is developmental education necessary? Which institutions provide developmental education? How does an institutions mission affect its developmental education programs? How do institutions identify students who need developmental education?
State-Level Summary Information on Recent High School Graduates in Public Higher Education
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How many recent high school graduates enroll in public higher education? How many recent high school graduates take developmental courses? Is the need for developmental education increasing or decreasing? How do Minnesota developmental education enrollments compare with other states?
What developmental courses are recent high school graduates taking? Can students who need developmental education succeed in college?
Tables
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Table 1: Enrollment and Extent of Developmental Courses/Credits Table 2: Content of Developmental Courses Table 3: Academic Performance in Post-Secondary Education:
Cumulative Grade Point Average Distribution Table 4: ACT Composite Scores Table 5: Summary Report by High School
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Getting Prepared for College: A Shared Agenda

Once college was reserved for the lucky few; today most high school graduates enroll in education after high school. 1 In the future, even more students will need further education. High schools and colleges are working together to get all students ready for college. But too often, new high school graduates first must enroll in remedial or developmental courses because they do not have the academic skills to succeed in college-level programs. While there are many reasons students may need remedial instruction, the extent and nature of enrollments by recent high school graduates can indicate ways in which there is a mismatch between high school and post-secondary education. To assist school districts in preparing young people for college, Minnesota public post-secondary systems are required to report data on recent high school graduates who enroll in their remedial or developmental courses. This report is one of many efforts to bridge the gaps between high school and postsecondary education. It can contribute to broader conversations about changes in K-12 and post-secondary education that can make the transition successful for more Minnesota students. About this Report This report contains: A state-level summary of recent public high school graduates who took remedial or developmental courses at Minnesota State Colleges and Universities or the University of Minnesota within two years after graduation. For each public high school, summary information on the numbers of graduates from that school who enrolled in remedial or developmental courses. In separate reports, each school superintendent receives detailed information about individual graduates from the district who took developmental courses. This information can be analyzed by school staff to suggest ways to improve their students preparation for college. Four earlier sets of reports were issued in 1997, 2001, 2002, and 2005. Legislative Mandate Minnesota State Colleges and Universities and the University of Minnesota are required by state law to submit this summary report to the Department of Education. The department is
An estimated 66 percent of 2005 Minnesota high school graduates enrolled in a Minnesota or out-of-state post-secondary institution in the following fall (Minnesota Office of Higher Education). Seventy-eight percent of the 25 to 34 year old high school graduates in Minnesota have attended college at some point (U.S. Census Bureau).
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required to evaluate the data and report its findings to the education committees of the Legislature. (Minnesota Statutes 13.32, subdivisions 3 and 6). In addition, the two public higher education systems are directed by law to report to school districts on the individual academic performance of their recent high school graduates who receive developmental or remedial instruction. Minnesota statutes permit the public postsecondary systems to disclose personally identifiable information about students to school district officials in these reports. Access to individual student information provided to the districts is restricted by state and federal data privacy laws.
Development Education In Minnesota Public Higher Education

What is remedial/developmental education?
Developmental or remedial education 2 encompasses both formal coursework and academic support services for students who need help in meeting the academic requirements of the college-level curriculum. Following the legislative mandate for reporting on remedial instruction, the contents of this report focus on students who registered for remedial or developmental courses. Developmental courses and services provide basic academic skills necessary for successful college-level study and generally are in the areas of reading, writing, mathematics, study skills and English as a Second Language. The courses carry college credit for financial aid and athletic eligibility purposes, but may not be used to meet requirements for a diploma, certificate or degree. Developmental courses typically are taken early in a students college career. In addition to formal remedial or developmental courses, most institutions offer academic support programs such as learning centers, supplemental instruction, tutoring and advising. Often these programs assist all students who request help, including many students who are performing well in college.
Why is developmental education necessary?
Developmental instruction expands access to higher education for students who have the ability to succeed in college, but need extra help to improve their basic skills. All Minnesota public institutions admit some students who need developmental instruction. Some students take developmental courses because they have not taken the necessary coursework in high school. Other students, who have taken recommended high school
In this report, both remedial education and developmental education are used to refer to academic programs in post-secondary institutions that prepare students for college-level work as defined by the institutions. Remedial education, the term used in Minnesota Statutes 13.32, can refer specifically to education which repeats material taught earlier that the student did not learn adequately the first time. For some educators, developmental education is a broader term that encompasses education that the student may need for any reason, including the failure to take college preparatory classes while in high school.
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courses, may still need development education, based on placement exam results. Some of these students have been out of high school for a number of years and lost skills they once had mastered.
Which institutions provide developmental education?
With the exception of Metropolitan State University, all Minnesota public post-secondary institutions offer at least one developmental mathematics, reading or writing course. In 2000, the most current national information available, 92 percent of the public freshmanadmitting institutions in the nation offered at least one developmental course.
Developmental/Remedial Course Offerings Minnesota and U. S. Public Post-Secondary Degree-Granting Institutions Percent of Institutions that Offer Developmental Courses to Recent High School Graduates in: Math, Number writing Study of or Skills/ Institutions reading ESL Other Math Writing Reading 41 4 30 7 98% 100% 100% 86% 98% 100% 100% 86% 83% 0% 100% 57% 78% 0% 97% 43% 34% 0% 40% 29% 37% 0% 50% 0%
Institution Type All Minnesota Public Institutions University of Minnesota Two-Year Colleges Four-Year State Universities U. S. Public, Degree-Granting Institutions that Enroll Freshmen Public Two-Year Public Four-Year
1,660 1,080 580
92 % 98 % 80 %
90 % 97 % 78 %
86 % 96 % 67 %
80 % 96 % 49 %
N/A N/A N/A
N/A N/A N/A
Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities, Research and Planning; U.S. Institutions that enrolled freshmen: National Center for Education Statistics, Fall 2003 data.
How does an institutions mission affect its developmental education programs?
Two-year public colleges offer the most extensive array of developmental courses and academic support services. In addition to other purposes, these institutions have the mission of providing open admission to students who might need improvement in reading, writing and mathematics. Developmental instruction in these areas is necessary to prepare students for vocational or technical programs or for transfer to baccalaureate institutions. Universities with the mission of offering baccalaureate and graduate degrees offer fewer developmental courses. These institutions are selective in their admissions, and as a group,
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entering students are better prepared for college-level work than entering students at institutions with open admissions policies. All University of Minnesota campuses and six of the seven state universities offer developmental courses in mathematics; some state universities also offer developmental courses in writing, reading, and English as a Second Language. Metropolitan State University, which admits few students directly out of high school and is near several two-year colleges in the Minnesota State Colleges and University system, is the only public institution not currently providing developmental courses.
How do institutions identify students who need developmental education?
Minnesota public post-secondary institutions use tests, often combined with other measures, to determine student need for developmental education. Changes in placement practices both placement cut-off scores and registration policieswill affect the numbers of students who take developmental courses, even if the college readiness of high school graduates does not change. University of Minnesota campuses use the ACT Assessment mathematics subscore, in combination with other placement tests or measures, to advise students on their initial mathematics course placement. Students are not required to take developmental courses. As of July 1, 2006, all Minnesota State College and Universities assess students for course placement with the ACCUPLACER, a computerized instrument from The College Board. Prior to that date, some institutions used a paper and pencil version of the College Board tests, known as the Descriptive Tests of Language Skills (DTLS) and Descriptive Tests of Mathematics Skills (DTMS). Areas that are assessed for course placement on all campuses include reading, writing, and mathematics. System policy and procedure call for all incoming students to take the ACCUPLACER unless they meet one of the exemption criteria. The policy and procedure allow system institutions to exempt students who have submitted ACT Assessment scores from taking the ACCUPLACER and to base placement decisions on the ACT subject area scores. For students beginning courses during fall semester 2008, consistent systemwide minimum course placement scores will be in effect. Students who score below the minimums must be placed in appropriate developmental courses. Implementation of system minimum course placement scores will affect the number of students who take developmental courses as some colleges and universities will adjust their cutoff scores slightly upward or downward. Consistency of course placement scores across the systems state colleges and universities is an important step forward in collaborating with Minnesota high schools to close the gap between high school preparation and college readiness.
State-Level Summary Information on Recent High School Graduates in Public Higher Education
Most information in this section summarizes experiences of the high school class of 2005, the latest high school class for which post-secondary course registration data are available for two years following their high school graduation. Detailed tables follow with two years of data on the classes of 2003, 2004 and 2005 and one year of data on the class of 2006. Nearly all students who enroll in developmental courses have been judged to need assistance to do well in college. While most students have been placed or counseled based on test scores and other information, some students elect to take these courses to improve their skills. Students who were advised, but not required, to register for a developmental course and did not take it are not reflected in this report.
How many recent high school graduates enroll in public higher education?
By the time they had been out of high school for two years, 49 percent of the class of 2005 enrolled in a Minnesota public higher education institution. Most of these students entered one of the institutions within Minnesota State Colleges and Universities. Two-year community and technical colleges enrolled 31 percent of the high school class of 2005, the largest share.
How many recent high school graduates take developmental courses?
All together, 38 percent of the class of 2005 who enrolled in a Minnesota public higher education institution within two years took one or more developmental courses. A little over half of all developmental course-takers, 20 percent of the entire class, took a single developmental course, most likely in mathematics. Eighteen percent, however, took two or more courses. Only 4 percent took as many as four courses. Students who enroll in Minnesota State Colleges and Universities are much more likely to take developmental courses than University of Minnesota students: 48 percent of the community and technical college students from the class of 2005 took a developmental course; 29 percent of the students state university students did so. At the University of Minnesota, 7 percent of the class members were in
developmental courses during the first two years following graduation.
Of the 10,834 graduates who enrolled in developmental courses, 97 percent attended an institution within Minnesota State Colleges and Universities; 79 percent attended a two-year community or technical college. As the University of Minnesota Twin Cities requires higher academic performance of its entering students, students who need developmental
education are increasingly concentrated in the two-year colleges in Minnesota State Colleges and Universities.
2005 Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Within Two Years Who Took Developmental Courses % of Graduates Enrolled in These Institutions Who Took: Minnesota Public Higher Education Institutions % of 2005 Graduates Enrolled in These Institutions 49% 9% One or More (Any) Developmental Courses 38% 7% % of Developmental Credits Taken By Subject Area:
Two or More Developmental Courses 18% 1%
Math 57% 99%
Writing 21% 0%
Other Subject Areas 22% <1%
All University of Minnesota Minnesota State Colleges and Universities (any) Two-Year Colleges State Universities
40% 31% 12%
44% 48% 29%
22% 26% 6%
55% 52% 86%
22% 23% 8%
23% 25% 6%
Note: Students who attended both a two-year college and a four-year state university counted only once in total percentage who enrolled in the Minnesota State Colleges and Universities system Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities, Research and Planning
Is the need for developmental education increasing or decreasing?
Minnesota investments in K-12 standards and school reform should pay off with diminished need for developmental instruction when students get to college. Recent data on developmental course-taking, however, cannot confirm what effects school changes are having on college readiness. Future school reforms, such as strengthened math requirements for high school graduation, have not yet taken effect. Data using current methodology are available starting with the high school class of 1999. 3 In the two years following their graduation, 33 percent of the class of 1999 students who entered Minnesota public higher education institutions enrolled in at least one developmental course. Comparable rates for the classes of 2000-2002 show increases, with a drop in the percentage at the University of Minnesota offset by increases in the rates at Minnesota State Colleges and Universities. Since the class of 2002, rates at the University of Minnesota and the state universities have remained relatively stable, with a slight drop at the University of Minnesota for the class of 2005. The percentages of two-year college students
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Remedial education enrollments for two years following the graduation of the class of 1999 were reported in the 2002 Getting Prepared report. Getting Prepared reports issued in 1997 and 2001on earlier classes used non-comparable methodologies.
enrolling in developmental courses, however, have continued to grow, reaching their highest point to date with the class of 2005.
Percent of 1999-2006 Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Institutions Who Took at Least One Developmental Course Within Two Years of High School Graduation High School Class 2006 (One Year Only) 35% 4%
Minnesota Public Higher Education Institutions All University of Minnesota Minnesota State Colleges and Universities (any) Two-Year Colleges State Universities
1999 33% 15%
2000 34% 15%
2001 36% 11%
2002 36% 8%
2003 36% 8%
2004 37% 8%
2005 38% 7%
37% 43% 21%
39% 44% 23%
41% 45% 27%
42% 46% 29%
42% 45% 29%
44% 47% 29%
44% 48% 29%
43% 50% 24%
Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities, Research and Planning
Increases in the percentages of students enrolling in developmental courses, however, do not necessarily mean that the college readiness of new high school graduates has worsened. One reason for the change in developmental course-taking since 1999 could be that more students are choosing to go to college. Increases in post-secondary participation rates are typically drawn from graduates who did not prepare for college throughout high school. From 1999 to 2002, two-year enrollment rates in public higher education ranged from 45 percent for the class of 2000 to 49 percent for the class of 2002. Other state data show that, between 1999 and 2003, participation rates of new high school graduates in Minnesota public and private post-secondary institutions grew from 46 percent to 51 percent for the fall immediately following graduation. 4 More recently, however, college participation rates among high school graduates have been constant. Changes in developmental education at Minnesota State Colleges and Universities probably account for at least some of the growth in remedial education course-taking. Since 1999, system policies and institutional practices have focused on better identification and placement of entering students to help them succeed in college. Under direction from the Board of Trustees, institutions stepped up placement testing, and new registration procedures can be used to stop students from enrolling in classes if placement testing indicates they should first take a developmental course. These improvements are on-going
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Minnesota Higher Education Services Office estimates.
and will continue to affect the numbers of high school graduates who are placed in developmental education.
How do Minnesota developmental education enrollments compare with other states?
Because of reporting differences, it is difficult to compare Minnesota statistics in this report directly with data from other states. All studies, however, show that large numbers of students enroll in developmental courses, particularly in two-year public colleges. In one national survey, public institutions reported that 32 percent of their first-time, full-time students took at least one developmental course in reading, writing or mathematics in fall 2000. Students attending two-year colleges were more than twice as likely to enroll in developmental courses as students attending four-year institutions. Forty-two percent of the students in public two-year colleges enrolled in developmental courses compared to 20 percent in public four-year universities. 5 A different national study looked at student transcripts. Based this review, an estimated 41 percent of the 1992 12th graders who enrolled in post-secondary education took a developmental course at some time during college. This study estimated that 61 percent of the students who first attend a public two-year college take developmental courses, compared to 25 percent of the students who first attend a public or private four-year institution. 6 More recently, a national sample of undergraduates self-reported enrollment in remedial courses. Forty-three percent of the first- and second-year students attending public two-year institutions reported ever taking at least one remedial course. Thirty-five percent of the first- and second-year students attending public four-year non-doctorate-granting universities had ever taken a remedial course. In doctorate-granting public universities, 25 percent of the first- and second-year students self-reported ever taking one or more remedial courses . 7
What developmental courses are recent high school graduates taking?
Of all developmental credits taken by the class of 2005, 57 percent were in mathematics. Writing courses account for 21 percent of the credits, all provided through Minnesota State Colleges and Universities. The remaining credits were in other subject areas, namely reading at Minnesota State Colleges and Universities.
Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, National Center for
Education Statistics, U. S. Department of Education, NCES 2004-010 (November 2003).
6 The Condition of Education 2004, National Center for Education Statistics, U. S. Department of Education,
NCES 2004-077 (June 2004). Intermediate algebra, which enrolls large numbers of students and is considered
a remedial course in Minnesota public institutions, was not counted as remedial if the student attended a
college that granted degree credit for it.
7 Profile of Undergraduates in U. S. Postsecondary Education Institutions: 2003-04 with a Special Analysis of
Community College Students, U. S. Department of Education, NCES 2006-184 (June 2006).
Virtually all credits taken at University of Minnesota campuses were in developmental mathematics. Mathematics credits account for the majority of developmental credits taken in both twoyear colleges and four-year universities within Minnesota State Colleges and Universities. However, developmental writing credits made up 8 percent of the state university developmental credits and 23 percent of two-year college credits. Developmental reading enrollments are concentrated in the two-year colleges, where they accounted for 19 percent of the credits. Remaining developmental credits in Minnesota State Colleges and Universities were in English as a Second Languages, study skills and miscellaneous courses. Thirty-six percent of the class of 2005 who enrolled in Minnesota public higher education took a developmental course in mathematics. The majority of these students22 percent of the classenrolled in developmental mathematics only; the others took mathematics and developmental courses in another field such as writing or reading.
Content of Developmental Courses Taken in Minnesota Public Higher Education Institutions by 2005 Minnesota Public High School Graduates Within Two Years of Graduation % of 2005 Graduates Who Enrolled in Public Higher Education Institutions 62% 38% 36%
17%
13%
22%
3%
2%
Developmental Courses Taken No developmental courses Any developmental courses Any mathematics Any writing Any reading Mathematics only Writing only Reading only
Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities, Research and Planning
Developmental mathematics courses range in level from basic arithmetic to the equivalent of high school intermediate algebra. Significant numbers of recent high school graduates are being placed at all levels when they begin post-secondary education.
Can students who need developmental education succeed in college?
As one would expect, the average ACT Assessment scores of students who take developmental courses are lower than the scores of the entering class as a whole. Low ACT Assessment scores are one reason students can be placed in developmental courses at the University of Minnesota and the four-year state universities.
Developmental Courses in Mathematics Taken in Minnesota State Colleges and Universities by 2005 Minnesota Public High School Graduates Within Two Years of Graduation Percent of Courses Taken in Developmental Mathematics 23%
38%
34%
5%
Level of Developmental Mathematics Arithmetic/Basic Mathematics Elementary Algebra Intermediate Algebra Other Developmental Mathematics Courses
Sources: Minnesota State Colleges and Universities, Research and Planning
Once they enroll, students who take developmental courses earn somewhat lower grades than students who do not. A college grade point average below 2.0 would indicate potential trouble in meeting academic standards for a degree. Sixteen percent of the class of 2005 students who enrolled in developmental courses were performing at that low level two years after high school, compared to 9 percent of students from that class who did not take developmental courses. 8
Assessment Test Scores and Academic Performance of 2005 Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Within Two Years Percent of Students with College GPA < 2.0 Students Who Did Not Take Developmental Courses 9% 7% Students Who Took Developmental Courses 16% 19%
Mean ACT Composite Scores Students Who Took Developmental Courses Insufficient data 18.9
Minnesota Public Higher

Education Institutions
All University of Minnesota Minnesota State Colleges and Universities (any) Two-Year Colleges State Universities
Class of 2005 Total Insufficient data 24.1
Insufficient data Insufficient data 21.5
Insufficient data Insufficient data 19.7
9% 10% 9%
16% 17% 13%
Note: ACT assessment scores are not available for most students who attend two-year colleges because scores are not required for admission. GPA data are for students who accumulated at least 16 credits within two years of high school graduation. Sources: University of Minnesota, Office of Institutional Research and Reporting and Minnesota State Colleges and Universities, Research and Planning
Includes students who earned at least 16 credits in higher education courses within two years of high school graduation.
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Enrollment in developmental courses does not mean that a student cannot be successful in college. Of all students in the class of 2005 who took developmental courses, 84 percent earned a grade point average of 2.0 or better, and 30 percent earned a grade point average of 3.0 or better in the two years following high school graduation. Their success proves that the need for developmental education does not necessarily mean that college is a poor investment for them and for the state. However, because developmental credits do not count towards a degree, all students are better off getting the foundation they need in high school to start college-level courses right away.
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Tables Tables 1 5 report state-level summary information on 2003, 2004, 2005, and 2006 graduates from Minnesota public high schools who enrolled at Minnesota public colleges or universities.
For the classes of 2003, 2004, and 2005, the information in Tables 1 5 includes the experience of students through two years following high school graduation. 9 For the class of 2006, preliminary information is reported for only one year following high school graduation.
Table 1: Enrollment and Extent of Developmental Courses/Credits Table 1 reports the numbers of 2003, 2004, 2005, and 2006 Minnesota public high school graduates, the numbers who enrolled in public higher education, and the numbers of students who took one, two, three and four or more developmental courses. Table 2: Content of Developmental Courses Table 2 reports the numbers of developmental credits taken by 2003, 2004, 2005, and 2006 Minnesota public high school graduates in mathematics, reading, writing, English as a Second Language and study skills courses. Table 3: Academic Performance in Post-Secondary Education: Cumulative Grade Point Average Distribution (Students with 16 or More Earned Credits) Table 3 reports the distributions of cumulative post-secondary grade point averages for all 2003, 2004, 2005, and 2006 Minnesota public high school graduates who enrolled in public higher education and for students who enrolled in developmental courses. Only students who earned at least 16 semester credits in post-secondary education are included. Table 4: ACT Composite Scores Table 4 reports the mean ACT Assessment composite score for all 2003, 2004, 2005, and 2006 Minnesota public high school graduates who enrolled in public four-year universities and for students who enrolled in developmental courses at these
Preliminary information on the class of 2003 was reported in a previous Getting Prepared (August 2005). Information on the class of 2003 in that report included only one year of data and therefore differs from the two years of data included in this report. 4,250 students or 7 percent of the class, entered public higher education in the second year following graduation.
9
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institutions. Two-year public colleges do not require the ACT for admission, and scores are not available for a representative sample of students. Table 5: Summary Report by High School In Table 5, consolidated information on the high school classes of 2003 2006 is reported for each Minnesota public high school. The high school summary reports the combined number of graduates from these classes who took developmental or remedial courses at either of the public systems within two years after high school graduation (one year for the class of 2006). To comply with state and federal data privacy laws, 10 high schools with five or fewer graduates taking developmental courses are reported as a group. High schools that did not have any 2003 2006 graduates who enrolled in developmental courses at public colleges or universities are omitted from the table. Caution should be exercised in interpreting the information in the high school summary. Graduates who enrolled in Minnesota public colleges and universities may not be representative of all graduates from that high school. The college readiness of graduates who enrolled in private colleges or universities or in public colleges or universities in other states is not reflected in this report. It is important to consider the absolute number of graduates from a high school as well as the percentage of graduates enrolled in public colleges or universities (Column E), the percentage of graduates who took developmental courses (Column G) and the percentage of total graduates who took developmental courses. The high school summary in Table 5 reports the following information: School District The school district that operates the high school. (Column A) High School The name of the high school. (Column B) Total Number of Graduates The combined total number of graduates from the high school in the classes of 2003, 2004, 2005, and 2006. (Column C) Graduates Enrolled in Minnesota Public Higher Education The combined number of graduates from the classes of 2003, 2004, 2005, and 2006 from this high school who enrolled in a Minnesota public college or university during their first two years following graduation (one year for class of 2006). (Column D)
10
Minnesota State Colleges and Universities and the University of Minnesota are prevented from disclosing individually identifiable educational data on students by the Minnesota Government Data Practices Act and the federal Family Education Rights and Privacy Act. The systems are further precluded by the Rules of the Minnesota Department of Administration from disclosing information if it can in any way identify any particular individual. (Minnesota Rules, Section 1205.0200, subpart 4). Finally, the Family Education Rights and Privacy Act prohibits disclosure of information that would make the students identity easily traceable (34 C.F.R. Part 99.3).
13
Graduates Enrolled in Minnesota Public Higher Education as a Percent of Total Graduates 2003 - 2006 graduates from this high school that enrolled at a Minnesota public college or university as a percent of all graduates from the high school in those classes. (Column E) Graduates Who Took Developmental Courses at Minnesota Public Higher Education Institutions The combined number of 2003 2006 graduates from this high school who took one or more developmental courses in a Minnesota public higher education institution during the first two years after their graduation (one year for class of 2006). (Column F) Graduates Who Took Developmental Courses as a Percent of Graduates in Minnesota Public Higher Education The number of 2003 2006 graduates from this high school who took one or more developmental courses as a percent of all graduates from this high school who enrolled in a Minnesota public college or university. (Column G) Graduates Who Took Developmental Courses as a Percent of Total Graduates The number of 2003 2006 graduates from this high school who took one or more developmental courses as a percent of all graduates from this high school, regardless of their attendance in post-secondary education. (Column H)
14
Table 1 Enrollment and Extent of Developmental Courses/Credits 2003 - 2006* Minnesota Public High School Graduates
Enrolled in Minnesota Public Higher Education Institutions
Minnesota Public High School Graduates Total Graduates Enrolled In Minnesota Public Higher Education Year of High Total School Graduates Graduation in Class % of High School Class Number of Developmental Courses/Developmental Credits Taken
Graduates Enrolled in Developmental Courses % of % of Grads in High Public School Higher Class Education
1 Course
2 Courses
3 Courses
4+ Courses
All
Number
Students
Students
Credits
Students
Credits
Students
Credits
Students
Credits
Dev Credits 58,556 70,983 71,669 69,749 990 1,725 2,206 2,120 57,566 69,258 69,463 67,629 52,791 62,415 62,706 60,392 4,775 6,843 6,757 7,237
Enrolled at Any Public Higher Education Institution (Minnesota State Colleges and Universities or University of Minnesota) 2006 59,094 26,142 44% 9,196 16% 35% 4,856 16,857 2,338 16,263 2005 58,488 28,796 49% 10,834 19% 38% 5,686 19,761 2,707 18,433 2004 60,016 29,751 50% 11,150 19% 37% 5,972 20,583 2,767 19,001 2003 59,440 29,645 50% 10,782 18% 36% 5,778 19,807 2,639 18,363 Enrolled at the University of Minnesota (any campus) 2006 59,094 5,495 9% 228 0% 4% 206 814 22 176 2005 58,488 5,185 9% 370 1% 7% 306 1,207 62 494 2004 60,016 5,419 9% 435 1% 8% 326 1,278 95 760 2003 59,440 5,168 9% 402 1% 8% 284 1,102 101 806 Enrolled at Minnesota State Colleges and Universities (any campus)** 2006 59,094 20,647 35% 8,968 15% 43% 4,650 16,043 2,316 16,087 2005 58,488 23,611 40% 10,464 2004 60,016 24,332 41% 10,715 2003 59,440 24,477 41% 10,380 Enrolled at Minnesota State Two-Year Colleges 2006 59,094 14,898 25% 7,513 2005 58,488 17,902 31% 8,555 2004 60,016 18,661 31% 8,771 2003 59,440 18,547 31% 8,401 Enrolled at Minnesota State Universities 2006 59,094 6,071 10% 1,474 2005 58,488 6,870 12% 1,990 2004 60,016 6,881 11% 2,023 2003 59,440 7,133 2,068 12% 18% 18% 17% 13% 15% 15% 14% 2% 3% 3% 3% 44% 44% 42% 50% 48% 47% 45% 24% 29% 29% 29% 5,380 5,646 5,494 3,446 3,900 4,059 3,832 1,237 1,605 1,709 1,790 18,554 19,305 18,705 12,421 13,969 14,458 13,613 3,749 5,025 5,294 5,539 2,645 2,672 2,538 2,082 2,268 2,378 2,304 227 358 290 236 17,939 18,241 17,557 15,058 16,121 16,871 16,317 984 1,641 1,326 1,278
1,164 1,318 1,377 1,331 0 2 14 15 1,164 1,316 1,363 1,316 1,151 1,279 1,317 1,257 10 25 22 39
12,183 13,696 14,490 14,055 0 24 168 180 12,183 13,672 14,322 13,875 12,122 13,430 14,007 13,302 42 167 125 381
838 1,123 1,034 1,034 0 0 0 2 838 1,123 1,034 1,032 834 1,108 1,017 1,008 0 2 2 3
13,253 19,093 17,595 17,524 0 0 0 32 13,253 19,093 17,595 17,492 13,190 18,895 17,370 17,160 0 10 12 39
15
* Enrollment within two years of graduation for 2003, 2004 and 2005 graduates and within one year of graduation for 2006 graduates.
**Students who took courses at more than one Minnesota State College or University are counted only once. Therefore, this count is slightly lower than the sum of State Two-Year Colleges plus Minnesota State
Universities.
SOURCE: Minnesota State Colleges and Universities Research and University of Minnesota Office of Institutional Research and Reporting
Table 2 Content of Developmental Courses 2003 - 2006* Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Institutions
Credits Year of High School Graduation Math Number Percent Writing Number Percent Reading Number Percent ESL Number Percent Study Skills/Other Number Percent Total Number Percent
Enrolled at Any Public Higher Education Institution (Minnesota State Colleges and Universities or University of Minnesota) 2006 30,717 52% 13,050 22% 10,761 18% 3,824 7% 2005 40,129 57% 15,063 21% 12,056 17% 3,302 5% 2004 41,059 57% 15,043 21% 11,823 16% 3,234 5% 2003 39,393 56% 15,478 22% 10,846 16% 3,354 5% Enrolled at the University of Minnesota (any campus) 2006 990 100% 2005 1,716 99% 2004 2,203 100% 2003 2,111 100%
204 433 510 678
0% 1% 1% 1%
58,556 70,983 71,669 69,749
100% 100% 100% 100%
0 0 0 0
0% 0% 0% 0%
0 0 0 0
0% 0% 0% 0%
0 0 0 0
0% 0% 0% 0%
0 9 3 9
0% 1% 0% 0%
990 1,725 2,206 2,120
100% 100% 100% 100%
16
Enrolled at Minnesota State Colleges and Universities 2006 29,727 52% 13,050 2005 38,413 55% 15,063 2004 38,856 56% 15,043 2003 37,282 55% 15,478 Enrolled at Minnesota State Two-Year Colleges 2006 25,722 49% 2005 32,502 52% 2004 32,973 53% 2003 31,229 52% Enrolled at Minnesota State Universities 2006 4,005 84% 2005 5,911 86% 2004 5,883 87% 2003 6,053 84%
23% 22% 22% 23%
10,761 12,056 11,823 10,846
19% 17% 17% 16%
3,824 3,302 3,234 3,354
7% 5% 5% 5%
204 424 507 669
0% 1% 1% 1%
57,566 69,258 69,463 67,629
100% 100% 100% 100%
12,570 14,519 14,524 14,750
24% 23% 23% 24%
10,480 11,680 11,500 10,400
20% 19% 18% 17%
3,822 3,301 3,234 3,349
7% 5% 5% 6%
197 413 475 664
0% 1% 1% 1%
52,791 62,415 62,706 60,392
100% 100% 100% 100%
480 544 519 728
10% 8% 8% 10%
281 376 323 446
6% 5% 5% 6%
2 1 0 5
0% 0% 0% 0%
7 11 32 5
0% 0% 0% 0%
4,775 6,843 6,757 7,237
100% 100% 100% 100%
* Enrollment within two years of graduation for 2003, 2004 and 2005 graduates and within one year of graduation for 2006 graduates. SOURCE: Minnesota State Colleges and Universities Research and University of Minnesota Office of Institutional Research and Reporting
Table 3 Academic Performance in Higher Education: Cumulative Grade Point Average Distribution 2003 - 2006* Minnesota Public High School Graduates (Students With 16 or More Earned Credits) Enrolled in Minnesota Public Higher Education Institutions
Year of High School Graduation
3.00 to 4.00 Number Percent
Below 2.00 Number Percent
Total Number Percent
Enrolled at Any Public Higher Education Institution (Minnesota State Colleges and Universities or University of Minnesota) 2006 All Graduates Enrolled 16+ Credits 8,270 46% 7,880 43% 1,976 Graduates Enrolled in Developmental Courses 1,739 33% 2,680 51% 788 2005 All Graduates Enrolled 16+ Credits 8,858 45% 8,779 44% 2,231 Graduates Enrolled in Developmental Courses 2,040 30% 3,618 54% 1,088 2004 All Graduates Enrolled 16+ Credits 9,697 45% 9,573 44% 2,414 Graduates Enrolled in Developmental Courses 2,307 31% 3,988 53% 1,180 2003 All Graduates Enrolled 16+ Credits 9,731 44% 9,698 44% 2,454 Graduates Enrolled in Developmental Courses 2,158 30% 3,942 54% 1,188 Enrolled at the University of Minnesota (any campus) 2006 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2005 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2004 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2003 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2,537 88 53% 27% 1,921 202 40% 62% 324 37 2,667 99 53% 28% 2,040 218 40% 62% 345 37
11% 15% 11% 16% 11% 16% 11% 16%
18,126 5,207 19,868 6,746 21,684 7,475 21,883 7,288
100% 100% 100% 100% 100% 100% 100% 100%
17
2,688 62 2,474 66
54% 34% 51% 22%
1,955 95 1,941 181
39% 52% 40% 59%
370 24 394 59
7% 13% 8% 19% 7% 10% 7% 11%
5,013 181 4,809 306 5,052 354 4,782 327
100% 100% 100% 100% 100% 100% 100% 100%
Year of High School Graduation Enrolled at Minnesota State Colleges and Universities 2006 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2005 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2004 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2003 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses Enrolled at Minnesota State Two-Year Colleges 2006 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2005 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2004 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2003 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 4,604 1,466 40% 29% 5,323 2,714 46% 53% 1,641 952 14% 19% 11,568 5,132 100% 100% 4,518 1,524 40% 29% 5,326 2,889 47% 54% 1,524 918 13% 17% 11,368 5,331 100% 100%
5,582 1,677 6,384 1,974 7,030 2,208 7,194 2,070
43% 33% 42% 31% 42% 31% 42% 30%
5,925 2,585 6,838 3,437 7,533 3,770 7,777 3,740
45% 51% 45% 53% 45% 53% 45% 54%
1,606 764 1,837 1,029 2,069 1,143 2,130 1,151
12% 15% 12% 16% 12% 16% 12% 17%
13,113 5,026 15,059 6,440 16,632 7,121 17,101 6,961
100% 100% 100% 100% 100% 100% 100% 100%
18
3,420 1,204 4,004 1,368
41% 32% 40% 29%
3,791 1,963 4,648 2,557
46% 52% 47% 54%
1,098 626 1,337 813
13% 17% 13% 17%
8,309 3,793 9,989 4,738
100% 100% 100% 100%
Year of High School Graduation Enrolled at Minnesota State Universities 2006 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2005 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2004 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses 2003 All Graduates Enrolled 16+ Credits Graduates Enrolled in Developmental Courses
2,170 464 2,439 577 2,621 636 2,721 570
45% 38% 47% 35% 46% 36% 46% 32%
2,146 615 2,285 864 2,458 888 2,689 1,025
44% 50% 44% 52% 43% 50% 45% 57%
510 139 521 209 628 237 560 204
11% 11% 10% 13% 11% 13% 9% 11%
4,826 1,218 5,245 1,650 5,707 1,761 5,970 1,799
100% 100% 100% 100% 100% 100% 100% 100%
19
Table 4 ACT Com posite Score 2003 - 2006* Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Institutions
Year of High School Graduation Enrolled at the University of Minnesota (any campus) 2006 All Graduates Enrolled as Students Graduates in Developmental Courses 2005 All Graduates Enrolled as Students Graduates in Developmental Courses 2004 All Graduates Enrolled as Students Graduates in Developmental Courses 2003 All Graduates Enrolled as Students Graduates in Developmental Courses Enrolled at Minnesota State Universities 2006 All Graduates Enrolled as Students Graduates in Developmental Courses 2005 All Graduates Enrolled as Students Graduates in Developmental Courses 2004 All Graduates Enrolled as Students Graduates in Developmental Courses 2003 All Graduates Enrolled as Students Graduates in Developmental Courses
# Valid Scores
Mean Score
5,411 225 5,083 357 5,326 429 5,055 391
24.0 19.3 24.1 18.9 24.0 19.0 23.8 18.7
20
5,866 1,432 6,297 1,884 6,310 1,917 5,808 1,858
21.5 19.5 21.5 19.7 21.4 19.7 21.2 19.4
Table 5 Summary Report By High School 2003-2006* Minnesota Public High School Graduates Enrolled at Minnesota State Colleges and Universities or the University of Minnesota During Fiscal Years 2004 to 2007
Caution should be exercised in interpreting this summary. The college readiness of graduates who enrolled in Minnesota public colleges or universities may not be a good indicator of the college readiness of all graduates from that high school. Column H indicates the percentage of all graduates from a high school that took developmental/remedial courses at public colleges or universities in Minnesota. High schools with five or fewer graduates in developmental courses are not listed individually, but are included as a group in the totals at the bottom of this report.
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 291 158 187 85 403 510 944 145 1,278 521 361 2,386 2,284 2,154 808 124 2,115 101 956 72 264 197 189 (D) 187 70 103 41 211 292 541 70 669 313 33 1,522 1,311 1,232 488 24 1,251 58 603 39 142 105 104 % of Total Graduates in Classes 2003-2006 (E) 64% 44% 55% 48% 52% 57% 57% 48% 52% 60% 9% 64% 57% 57% 60% 19% 59% 57% 63% 54% 54% 53% 55%
Graduates Who Took Developmental Courses at Minnesota Public Higher Education Institutions Graduates Who Took at Least One Course (F) 51 25 40 23 65 76 141 20 162 99 16 600 596 518 209 13 559 16 179 10 48 45 56 % of Grads in Mn Public Higher Education (G) 27% 36% 39% 56% 31% 26% 26% 29% 24% 32% 48% 39% 45% 42% 43% 54% 45% 28% 30% 26% 34% 43% 54%
School District (A) A.C.G.C. ADA-BORUP PUBLIC SCHOOL DISTRICT ADRIAN PUBLIC SCHOOL DISTRICT AGRICULTURAL FOOD SCIENCE ACADEMY AITKIN PUBLIC SCHOOL DISTRICT ALBANY PUBLIC SCHOOL DISTRICT ALBERT LEA PUBLIC SCHOOL DISTRICT ALDEN-CONGER PUBLIC SCHOOL DISTRICT ALEXANDRIA PUBLIC SCHOOL DISTRICT ANNANDALE PUBLIC SCHOOL DISTRICT ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ANOKA-HENNEPIN PUBLIC SCHOOL DIST. ASHBY PUBLIC SCHOOL DISTRICT AUSTIN PUBLIC SCHOOL DISTRICT BADGER PUBLIC SCHOOL DISTRICT BAGLEY PUBLIC SCHOOL DISTRICT BARNESVILLE PUBLIC SCHOOL DIST. BARNUM PUBLIC SCHOOL DISTRICT
High School (B) A.C.G.C. SECONDARY ADA-BORUP SECONDARY ADRIAN SECONDARY AGRICULTURAL FOOD SCIENCE ACADEMY AITKIN SECONDARY SCHOOL ALBANY SENIOR HIGH ALBERT LEA SENIOR HIGH ALDEN-CONGER SECONDARY JEFFERSON SENIOR HIGH ANNANDALE SENIOR HIGH TRANSITION PLUS CHAMPLIN PARK SENIOR HIGH BLAINE SENIOR HIGH ANOKA SENIOR HIGH ANDOVER SENIOR HIGH CROSSROADS ALTN HIGH SCHOOL COON RAPIDS SENIOR HIGH ASHBY SECONDARY AUSTIN SENIOR HIGH BADGER SECONDARY BAGLEY SECONDARY BARNESVILLE SECONDARY BARNUM SECONDARY
% of Total Graduates, 2003-2006 (H) 18% 16% 21% 27% 16% 15% 15% 14% 13% 19% 4% 25% 26% 24% 26% 10% 26% 16% 19% 14% 18% 23% 30%
21
**Indicates that there is no count of graduates for this school. In most cases, students attended this school and reported to the college or university that they "graduated" from the school. However, the school does not actually grant the
diploma. The diploma is typically granted by another high school and the graduate is therefore reported in that high school's graduate count.
*** The numbers in column D are unduplicated within Minnesota State Colleges and Universities and within the University of Minnesota. For example, if a student attended two Minnesota State Colleges and Universities institutions, that
student is counted one time in the total for this row. This total may not equal the total provided in other reports for the same high school where the count is not unduplicated.
Table 5 Summary Report By High School 2003-2006* Minnesota Public High School Graduates Enrolled at Minnesota State Colleges and Universities or the University o f Minnesota During Fiscal Years 2004 to 2007
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 173 584 242 359 1,261 331 173 552 345 193 239 1,254 1,441 412 272 1,640 326 99 284 438 177 196 1,563 (D) 100 268 152 183 676 178 96 275 217 122 137 759 801 236 118 970 36 53 68 229 96 122 685 % of Total Graduates in Classes 2003-2006 (E) 58% 46% 63% 51% 54% 54% 55% 50% 63% 63% 57% 61% 56% 57% 43% 59% 11% 54% 24% 52% 54% 62% 44%
School District (A) BATTLE LAKE PUBLIC SCHOOL DISTRICT BECKER PUBLIC SCHOOL DISTRICT BELGRADE-BROOTEN-ELROSA SCHOOL DIST BELLE PLAINE PUBLIC SCHOOL DISTRICT BEMIDJI PUBLIC SCHOOL DISTRICT BENSON PUBLIC SCHOOL DISTRICT BERTHA-HEWITT PUBLIC SCHOOL DIST. BIG LAKE PUBLIC SCHOOL DISTRICT BIRD ISLAND-OLIVIA-LAKE LILLIAN BLACKDUCK PUBLIC SCHOOL DISTRICT BLOOMING PRAIRIE PUBLIC SCHOOL DIST BLOOMINGTON PUBLIC SCHOOL DISTRICT BLOOMINGTON PUBLIC SCHOOL DISTRICT BLUE EARTH AREA PUBLIC SCHOOL BRAHAM PUBLIC SCHOOL DISTRICT BRAINERD PUBLIC SCHOOL DISTRICT BRAINERD PUBLIC SCHOOL DISTRICT BRANDON PUBLIC SCHOOL DISTRICT BRECKENRIDGE PUBLIC SCHOOL DISTRICT BROOKLYN CENTER SCHOOL DISTRICT BROWERVILLE PUBLIC SCHOOL DISTRICT BUFFALO LAKE-HECTOR SCHOOL DISTRICT BUFFALO PUBLIC SCHOOL DISTRICT
High School (B) BATTLE LAKE SECONDARY BECKER SENIOR HIGH BELGRADE-BROOTEN-ELROSA SEC. BELLE PLAINE SENIOR HIGH BEMIDJI SENIOR HIGH BENSON SECONDARY BERTHA SECONDARY BIG LAKE SENIOR HIGH BOLD SENIOR HIGH BLACKDUCK SECONDARY BLOOMING PRAIRIE SECONDARY KENNEDY SENIOR HIGH JEFFERSON SENIOR HIGH BLUE EARTH AREA SENIOR HIGH BRAHAM AREA SECONDARY BRAINERD SENIOR HIGH ISD 181 LEARNING CENTER BRANDON SECONDARY BRECKENRIDGE SENIOR HIGH BROOKLYN CENTER SECONDARY BROWERVILLE SECONDARY BUFFALO LAKE-HECTOR SECONDARY BUFFALO SENIOR HIGH
22
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 2,534 ** 62 416 402 1,388 245 409 175 73 128 158 1,768 267 992 221 86 293 158 129 53 175 637 648 (D) 1,455 11 23 257 157 676 121 207 89 16 65 71 1,014 136 479 138 57 37 90 97 21 91 332 341 % of Total Graduates in Classes 2003-2006 (E) 57% 37% 62% 39% 49% 49% 51% 51% 22% 51% 45% 57% 51% 48% 62% 66% 13% 57% 75% 40% 52% 52% 53%
Graduates Who Took Developmental Courses at Minnesota Public Higher Education Institutions Graduates Who Took at Least One Course (F) 534 6 11 91 41 277 35 65 37 7 32 17 404 56 194 60 9 29 32 33 10 12 147 196 % of Grads in Mn Public Higher Education (G) 37% 55% 48% 35% 26% 41% 29% 31% 42% 44% 49% 24% 40% 41% 41% 43% 16% 78% 36% 34% 48% 13% 44% 57%
School District (A) BURNSVILLE PUBLIC SCHOOL DISTRICT BURNSVILLE PUBLIC SCHOOL DISTRICT BUTTERFIELD PUBLIC SCHOOL DISTRICT BYRON PUBLIC SCHOOL DISTRICT CALEDONIA PUBLIC SCHOOL DISTRICT CAMBRIDGE-ISANTI PUBLIC SCHOOL DIST CANBY PUBLIC SCHOOL DISTRICT CANNON FALLS PUBLIC SCHOOL DISTRICT CARLTON PUBLIC SCHOOL DISTRICT CASS LAKE-BENA PUBLIC SCHOOLS CASS LAKE-BENA PUBLIC SCHOOLS CEDAR MOUNTAIN SCHOOL DISTRICT CENTENNIAL PUBLIC SCHOOL DISTRICT CHATFIELD PUBLIC SCHOOLS CHISAGO LAKES SCHOOL DISTRICT CHISHOLM PUBLIC SCHOOL DISTRICT CHOKIO-ALBERTA PUBLIC SCHOOL DIST. CITY ACADEMY CLEARBROOK-GONVICK SCHOOL DISTRICT CLEVELAND PUBLIC SCHOOL DISTRICT CLIMAX PUBLIC SCHOOL DISTRICT CLINTON-GRACEVILLE-BEARDSLEY CLOQUET PUBLIC SCHOOL DISTRICT COLUMBIA HEIGHTS PUBLIC SCHOOL DIST
High School (B) BURNSVILLE SENIOR HIGH BURNSVILLE AREA LEARNING CENTER BUTTERFIELD SECONDARY BYRON SENIOR HIGH SCHOOL CALEDONIA SENIOR HIGH CAMBRIDGE-ISANTI HIGH SCHOOL CANBY SECONDARY CANNON FALLS SEC. CARLTON SECONDARY CASS LAKE-BENA AREA LRNG. CNTR. CASS LAKE-BENA SECONDARY CEDAR MOUNTAIN SECONDARY CENTENNIAL SENIOR CHOSEN VALLEY SECONDARY CHISAGO LAKES SENIOR HIGH CHISHOLM SECONDARY CHOKIO-ALBERTA SECONDARY CITY ACADEMY CLEARBROOK-GONVICK SECONDARY CLEVELAND SECONDARY CLIMAX SECONDARY CLINTON-GRACEVILLE-BEARDSLEY SR. CLOQUET SENIOR COLUMBIA HEIGHTS SENIOR HIGH
23
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) (D) 54 75 189 97 465 395 628 186 263 566 754 339 1,911 336 1,378 943 30 865 33 123 228 527 2,989 253 35 42 91 46 228 238 308 97 116 255 377 163 933 194 730 467 15 453 16 74 99 214 1,450 128 % of Total Graduates in Classes 2003-2006 (E) 65% 56% 48% 47% 49% 60% 49% 52% 44% 45% 50% 48% 49% 58% 53% 50% 50% 52% 48% 60% 43% 41% 49% 51%
School District (A) COMFREY PUBLIC SCHOOL DISTRICT COMMUNITY OF PEACE ACADEMY COOK COUNTY PUBLIC SCHOOLS CROMWELL-WRIGHT PUBLIC SCHOOLS CROOKSTON PUBLIC SCHOOL DISTRICT CROSBY-IRONTON PUBLIC SCHOOL DIST. DASSEL-COKATO PUBLIC SCHOOL DIST. DAWSON-BOYD PUBLIC SCHOOL DISTRICT DEER RIVER PUBLIC SCHOOL DISTRICT DELANO PUBLIC SCHOOL DISTRICT DETROIT LAKES PUBLIC SCHOOL DIST. DILWORTH-GLYNDON-FELTON DISTRICT 112 DOVER-EYOTA PUBLIC SCHOOL DISTRICT DULUTH PUBLIC SCHOOL DISTRICT DULUTH PUBLIC SCHOOL DISTRICT DULUTH PUBLIC SCHOOL DISTRICT DULUTH PUBLIC SCHOOL DISTRICT E.C.H.O. CHARTER SCHOOL EAGLE VALLEY PUBLIC SCHOOL DISTRICT EAST CENTRAL SCHOOL DISTRICT EAST GRAND FORKS PUBLIC SCHOOL DIST EDEN PRAIRIE PUBLIC SCHOOL DISTRICT EDEN VALLEY-WATKINS SCHOOL DISTRICT
High School (B) COMFREY SECONDARY COMMUNITY OF PEACE ACADEMY SEC. COOK COUNTY SENIOR HIGH CROMWELL-WRIGHT SECONDARY CROOKSTON SECONDARY CROSBY-IRONTON SECONDARY DASSEL-COKATO SENIOR HIGH DAWSON-BOYD SECONDARY DEER RIVER SECONDARY DELANO SENIOR HIGH DETROIT LAKES SENIOR HIGH DILWORTH-GLYNDON-FELTON SENIOR HIGH CHASKA HIGH SCHOOL DOVER-EYOTA SECONDARY EAST SENIOR HIGH DENFELD SENIOR HIGH UNITY HIGH SCHOOL CENTRAL SENIOR HIGH E.C.H.O. CHARTER SCHOOL EAGLE VALLEY SECONDARY EAST CENTRAL SENIOR SECONDARY EAST GRAND FORKS SENIOR HIGH EDEN PRAIRIE SENIOR HIGH EDEN VALLEY SECONDARY
% of Total Graduates, 2003-2006 (H) 19% 33% 21% 21% 22% 19% 17% 24% 21% 16% 13% 13% 16% 18% 17% 21% 37% 20% 21% 21% 20% 16% 14% 14%
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 104 2,014 1,987 133 377 157 106 249 333 75 429 564 1,059 1,098 822 190 231 77 127 510 109 2,048 184 57 (D) 53 656 1,078 19 205 76 31 147 180 41 274 228 538 518 484 99 135 36 72 253 10 1,031 102 12 % of Total Graduates in Classes 2003-2006 (E) 51% 33% 54% 14% 54% 48% 29% 59% 54% 55% 64% 40% 51% 47% 59% 52% 58% 47% 57% 50% 9% 50% 55% 21%
School District (A) EDGERTON PUBLIC SCHOOL DISTRICT EDINA PUBLIC SCHOOL DISTRICT ELK RIVER PUBLIC SCHOOL DISTRICT ELK RIVER PUBLIC SCHOOL DISTRICT ELK RIVER PUBLIC SCHOOL DISTRICT ELK RIVER PUBLIC SCHOOL DISTRICT ELLSWORTH PUBLIC SCHOOL DISTRICT ELY PUBLIC SCHOOL DISTRICT ESKO PUBLIC SCHOOL DISTRICT EVANSVILLE PUBLIC SCHOOL DISTRICT EVELETH-GILBERT SCHOOL DISTRICT FAIRMONT AREA SCHOOL DISTRICT FARIBAULT PUBLIC SCHOOL DISTRICT FARMINGTON PUBLIC SCHOOL DISTRICT FERGUS FALLS PUBLIC SCHOOL DISTRICT FERTILE-BELTRAMI SCHOOL DISTRICT FILLMORE CENTRAL FISHER PUBLIC SCHOOL DISTRICT FLOODWOOD PUBLIC SCHOOL DISTRICT FOLEY PUBLIC SCHOOL DISTRICT FOREST LAKE PUBLIC SCHOOL DISTRICT FOREST LAKE PUBLIC SCHOOL DISTRICT FOSSTON PUBLIC SCHOOL DISTRICT FOUR DIRECTIONS CHARTER SCHOOLS
High School (B) EDGERTON SECONDARY EDINA SENIOR HIGH ELK RIVER SENIOR HIGH IVAN SAND COMMUNITY SCHOOL-DAY ROGERS SENIOR HIGH ZIMMERMAN HIGH SCHOOL ELLSWORTH SECONDARY MEMORIAL SECONDARY LINCOLN SECONDARY EVANSVILLE SECONDARY EVELETH-GILBERT SENIOR HIGH FAIRMONT HIGH FARIBAULT SENIOR HIGH FARMINGTON SENIOR HIGH FERGUS FALLS SENIOR HIGH FERTILE-BELTRAMI SECONDARY FILLMORE CENTRAL SENIOR HIGH FISHER SECONDARY FLOODWOOD SECONDARY FOLEY SENIOR HIGH FOREST LAKE AREA LEARNING CENTER FOREST LAKE SENIOR HIGH FOSSTON SECONDARY FOUR DIRECTIONS CHARTER SCHOOLS
25
Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 354 645 184 318 587 140 166 61 98 117 106 1,077 151 368 66 79 84 1,566 264 277 115 44 583 123 (D) 179 334 96 189 346 71 102 42 37 67 58 620 85 230 36 51 33 736 111 145 80 26 313 73 % of Total Graduates in Classes 2003-2006 (E) 51% 52% 52% 59% 59% 51% 61% 69% 38% 57% 55% 58% 56% 63% 55% 65% 39% 47% 42% 52% 70% 59% 54% 59%
School District (A) FRAZEE-VERGAS PUBLIC SCHOOL DIST. FRIDLEY PUBLIC SCHOOL DISTRICT FULDA PUBLIC SCHOOL DISTRICT G.F.W. GLENCOE-SILVER LAKE SCHOOL DISTRICT GLENVILLE-EMMONS SCHOOL DISTRICT GOODHUE PUBLIC SCHOOL DISTRICT GOODRIDGE PUBLIC SCHOOL DISTRICT GRANADA HUNTLEY-EAST CHAIN #2536 GRAND MEADOW PUBLIC SCHOOL DISTRICT GRAND RAPIDS PUBLIC SCHOOL DISTRICT GRAND RAPIDS PUBLIC SCHOOL DISTRICT GREENBUSH-MIDDLE RIVER SCHOOL DIST. GREENWAY PUBLIC SCHOOL DISTRICT GRYGLA PUBLIC SCHOOL DISTRICT HANCOCK PUBLIC SCHOOL DISTRICT HARBOR CITY INTERNATIONAL CHARTER HASTINGS PUBLIC SCHOOL DISTRICT HAWLEY PUBLIC SCHOOL DISTRICT HAYFIELD PUBLIC SCHOOL DISTRICT HENNING PUBLIC SCHOOL DISTRICT HERMAN-NORCROSS SCHOOL DISTRICT HERMANTOWN PUBLIC SCHOOL DISTRICT HERON LAKE-OKABENA SCHOOL DISTRICT
High School (B) FRAZEE SECONDARY FRIDLEY SENIOR HIGH FULDA SECONDARY G.F.W. SR. GLENCOE-SILVER LAKE SENIOR HIGH GLENVILLE-EMMONS SECONDARY GOODHUE SECONDARY GOODRIDGE SECONDARY GRANADA-HUNTLEY EAST CHAIN SEC. GRAND MEADOW SENIOR HIGH BIGFORK SECONDARY GRAND RAPIDS SENIOR HIGH GREENBUSH-MIDDLE RIVER SENIOR HIGH GREENWAY SENIOR HIGH GRYGLA SECONDARY HANCOCK SEC. HARBOR CITY INTERNATIONAL CHARTER HASTINGS HIGH SCHOOL HAWLEY SECONDARY HAYFIELD SEC. HENNING SECONDARY HERMAN SECONDARY HERMANTOWN SENIOR HIGH SOUTHWEST STAR CONCEPT SECONDARY
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 738 119 39 136 97 312 360 2,386 129 264 890 ** 430 1,041 140 152 390 191 95 415 463 84 266 175 (D) 480 22 21 65 32 140 203 920 63 134 527 27 244 640 73 73 169 113 14 197 266 43 121 113 % of Total Graduates in Classes 2003-2006 (E) 65% 18% 54% 48% 33% 45% 56% 39% 49% 51% 59% 57% 61% 52% 48% 43% 59% 15% 47% 57% 51% 45% 65%
School District (A) HIBBING PUBLIC SCHOOL DISTRICT HIGH SCHOOL FOR RECORDING ARTS HIGHER GROUND ACADEMY HILL CITY PUBLIC SCHOOL DISTRICT HILLS-BEAVER CREEK SCHOOL DISTRICT HINCKLEY-FINLAYSON SCHOOL DISTRICT HOLDINGFORD PUBLIC SCHOOL DISTRICT HOPKINS PUBLIC SCHOOL DISTRICT HOUSTON PUBLIC SCHOOL DISTRICT HOWARD LAKE-WAVERLY-WINSTED HUTCHINSON PUBLIC SCHOOL DISTRICT INTERMEDIATE SCHOOL DISTRICT 287 INTERNATIONAL FALLS SCHOOL DISTRICT INVER GROVE HEIGHTS SCHOOLS ISLE PUBLIC SCHOOL DISTRICT IVANHOE PUBLIC SCHOOL DISTRICT JACKSON COUNTY CENTRAL SCHOOL DIST. JANESVILLE-WALDORF-PEMBERTON JENNINGS EXPERIENTIAL HIGH SCHOOL JORDAN PUBLIC SCHOOL DISTRICT KASSON-MANTORVILLE SCHOOL DIST. KELLIHER PUBLIC SCHOOL DISTRICT KENYON-WANAMINGO SCHOOL DISTRICT KERKHOVEN-MURDOCK-SUNBURG
High School (B) HIBBING HIGH HIGH SCHOOL FOR RECORDING ARTS HIGHER GROUND ACADEMY HILL CITY SECONDARY HILLS-BEAVER CREEK SECONDARY HINCKLEY-FINLAYSON SECONDARY HOLDINGFORD SECONDARY HOPKINS SENIOR HIGH HOUSTON SECONDARY HOWARD LAKE-WAVERLY-WINSTED SEC. HUTCHINSON SENIOR HIGH 281 HIGHVIEW ALTERNATIVE PROGRAM FALLS SECONDARY SIMLEY SENIOR HIGH ISLE SECONDARY LINCOLN SECONDARY JACKSON COUNTY CENTRAL SENIOR HIGH JANESVILLE-WALDORF-PEMBERTON SEC JENNINGS EXPERIENTIAL HIGH SCHOOL JORDAN SECONDARY KASSON-MANTORVILLE SENIOR HIGH KELLIHER SECONDARY KENYON-WANAMINGO SENIOR HIGH KERKHOVEN SECONDARY
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 266 255 146 323 547 56 454 253 243 184 94 173 375 181 2,473 65 113 86 188 114 143 391 260 97 (D) 149 138 71 196 211 23 263 141 113 101 11 82 155 101 1,335 40 51 37 138 61 84 190 138 17 % of Total Graduates in Classes 2003-2006 (E) 56% 54% 49% 61% 39% 41% 58% 56% 47% 55% 12% 47% 41% 56% 54% 62% 45% 43% 73% 54% 59% 49% 53% 18%
School District (A) KIMBALL PUBLIC SCHOOL DISTRICT KINGSLAND PUBLIC SCHOOL DISTRICT KITTSON CENTRAL SCHOOL DISTRICT LAC QUI PARLE VALLEY SCHOOL DIST. LACRESCENT-HOKAH SCHOOL DISTRICT LAKE BENTON PUBLIC SCHOOL DISTRICT LAKE CITY PUBLIC SCHOOL DISTRICT LAKE CRYSTAL-WELLCOME MEMORIAL LAKE OF THE WOODS SCHOOL DISTRICT LAKE PARK AUDUBON SCHOOL DISTRICT LAKE SUPERIOR HIGH SCHOOL LAKE SUPERIOR PUBLIC SCHOOL DIST. LAKE SUPERIOR PUBLIC SCHOOL DIST. LAKEVIEW SCHOOL DISTRICT LAKEVILLE PUBLIC SCHOOL DISTRICT LANCASTER PUBLIC SCHOOL DISTRICT LANESBORO PUBLIC SCHOOL DISTRICT LAPORTE PUBLIC SCHOOL DISTRICT LECENTER PUBLIC SCHOOL DISTRICT LEROY PUBLIC SCHOOL DISTRICT LESTER PRAIRIE PUBLIC SCHOOL DIST. LESUEUR-HENDERSON SCHOOL DISTRICT LEWISTON-ALTURA PUBLIC SCHOOL DIST. LIBERTY HIGH SCHOOL
High School (B) KIMBALL SECONDARY KINGSLAND SENIOR HIGH KITTSON CENTRAL SECONDARY LAC QUI PARLE VALLEY SECONDARY LACRESCENT SECONDARY LAKE BENTON SECONDARY LINCOLN SECONDARY LK CRYSTAL-WELLCOME MEMORIAL SEC. LAKE OF THE WOODS SECONDARY LAKE PARK AUDUBON SECONDARY LAKE SUPERIOR HIGH SCHOOL KELLEY SECONDARY TWO HARBORS SECONDARY LAKEVIEW SECONDARY LAKEVILLE NORTH HIGH LANCASTER SECONDARY LANESBORO SECONDARY LAPORTE SECONDARY LECENTER SECONDARY LEROY SECONDARY LESTER PRAIRIE SECONDARY LESUEUR-HENDERSON MIDDLE/HIGH SCHL. LEWISTON-ALTURA SECONDARY LIBERTY HIGH SCHOOL
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 592 953 98 412 381 59 274 142 189 155 956 170 874 1,050 269 418 116 771 268 130 138 127 553 200 (D) 343 564 46 205 149 32 182 53 91 83 429 26 547 626 158 220 76 443 143 75 84 63 347 91 % of Total Graduates in Classes 2003-2006 (E) 58% 59% 47% 50% 39% 54% 66% 37% 48% 54% 45% 15% 63% 60% 59% 53% 66% 57% 53% 58% 61% 50% 63% 46%
School District (A) LITCHFIELD PUBLIC SCHOOL DISTRICT LITTLE FALLS PUBLIC SCHOOL DISTRICT LITTLEFORK-BIG FALLS SCHOOL DIST. LONG PRAIRIE-GREY EAGLE SCHOOL DIST LUVERNE PUBLIC SCHOOL DISTRICT LYLE PUBLIC SCHOOL DISTRICT M.A.C.C.R.A.Y. SCHOOL DISTRICT MABEL-CANTON PUBLIC SCHOOL DIST. MADELIA PUBLIC SCHOOL DISTRICT MAHNOMEN PUBLIC SCHOOL DISTRICT MAHTOMEDI PUBLIC SCHOOL DISTRICT MANKATO PUBLIC SCHOOL DISTRICT MANKATO PUBLIC SCHOOL DISTRICT MANKATO PUBLIC SCHOOL DISTRICT MAPLE LAKE PUBLIC SCHOOL DISTRICT MAPLE RIVER SCHOOL DISTRICT MARSHALL COUNTY CENTRAL SCHOOLS MARSHALL PUBLIC SCHOOL DISTRICT MARTIN COUNTY WEST SCHOOL DISTRICT MCGREGOR PUBLIC SCHOOL DISTRICT MCLEOD WEST PUBLIC SCHOOL DISTRICT MEDFORD PUBLIC SCHOOL DISTRICT MELROSE PUBLIC SCHOOL DISTRICT MENAHGA PUBLIC SCHOOL DISTRICT
High School (B) LITCHFIELD SENIOR HIGH LITTLE FALLS SENIOR HIGH LITTLEFORK-BIG FALLS SECONDARY LONG PRAIRIE-GREY SENIOR HIGH LUVERNE SENIOR HIGH LYLE SECONDARY M.A.C.C.R.A.Y. SENIOR HIGH MABEL-CANTON SECONDARY MADELIA SECONDARY MAHNOMEN SECONDARY MAHTOMEDI SENIOR HIGH CENTRAL HIGH AREA LEARNING CENTER MANKATO EAST SENIOR HIGH MANKATO WEST SENIOR HIGH MAPLE LAKE SECONDARY MAPLE RIVER SENIOR HIGH MARSHALL COUNTY CENTRAL HIGH MARSHALL HIGH SCHOOL MARTIN COUNTY WEST SENIOR HIGH MCGREGOR SECONDARY MCLEOD WEST SENIOR HIGH MEDFORD SECONDARY MELROSE SECONDARY MENAHGA SECONDARY
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 263 508 557 305 49 652 48 41 1,025 1,299 200 69 45 71 131 725 657 79 125 103 665 176 283 45 (D) 183 242 258 18 28 438 17 9 448 655 32 8 16 35 101 426 432 13 8 28 465 109 141 20 % of Total Graduates in Classes 2003-2006 (E) 70% 48% 46% 6% 57% 67% 35% 22% 44% 50% 16% 12% 36% 49% 77% 59% 66% 16% 6% 27% 70% 62% 50% 44%
School District (A) MESABI EAST SCHOOL DISTRICT MILACA PUBLIC SCHOOL DISTRICT MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEAPOLIS PUBLIC SCHOOL DIST. MINNEOTA PUBLIC SCHOOL DISTRICT MINNESOTA BUSINESS ACADEMY CHARTER MINNESOTA NEW COUNTRY SCHOOL
High School (B) MESABI EAST SECONDARY MILACA SECONDARY HIGH NORTH SENIOR HIGH WORK OPPORTUNITY CENTER WELLSTONE INTERNATIONAL HIGH WASHBURN SENIOR HIGH VOLUNTEERS OF AMERICA-HIGH URBAN LEAGUE ST. ACADEMY SOUTHWEST SENIOR HIGH SOUTH SENIOR HIGH P.M. HIGH SCHOOL MPLS. EMPLOYMENT READINESS CURRIC. MENLO PARK ACADEMY LORING-NICOLLET HIGH LINCOLN INTERNATIONAL HIGH SCHOOL HENRY SENIOR HIGH EDISON SENIOR HIGH CITY INC. NORTH CENTER FOR TRAINING & CAREERS BROADWAY EDUCATION PLACE ROOSEVELT SENIOR HIGH MINNEOTA SECONDARY MINNESOTA BUSINESS ACADEMY CHARTER MINNESOTA NEW COUNTRY SCHOOL
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 2 64 45 2,116 488 426 305 1,007 1,564 211 533 406 405 1,726 1,412 165 142 232 223 299 189 166 74 (D) 9 24 57 841 278 236 161 441 683 109 259 214 41 746 724 110 72 138 59 163 109 75 19 % of Total Graduates in Classes 2003-2006 (E) 450% 38% 127% 40% 57% 55% 53% 44% 44% 52% 49% 53% 10% 43% 51% 67% 51% 59% 26% 55% 58% 45% 26%
School District (A) MINNESOTA ONLINE HIGH SCHOOL MINNESOTA TRANSITIONS CHARTER SCH MINNESOTA TRANSITIONS CHARTER SCH MINNETONKA PUBLIC SCHOOL DISTRICT MINNEWASKA SCHOOL DISTRICT MONTEVIDEO PUBLIC SCHOOL DISTRICT MONTGOMERY-LONSDALE SCHOOL DISTRICT MONTICELLO PUBLIC SCHOOL DISTRICT MOORHEAD PUBLIC SCHOOL DISTRICT MOOSE LAKE PUBLIC SCHOOL DISTRICT MORA PUBLIC SCHOOL DISTRICT MORRIS PUBLIC SCHOOL DISTRICT MOUNDS VIEW PUBLIC SCHOOL DISTRICT MOUNDS VIEW PUBLIC SCHOOL DISTRICT MOUNDS VIEW PUBLIC SCHOOL DISTRICT MOUNTAIN IRON-BUHL SCHOOL DISTRICT MOUNTAIN LAKE PUBLIC SCHOOLS MURRAY COUNTY CENTRAL SCHOOL DIST. N.E. METRO INTERMEDIATE DIST. 916 N.R.H.E.G. SCHOOL DISTRICT NASHWAUK-KEEWATIN SCHOOL DISTRICT NEVIS PUBLIC SCHOOL DISTRICT NEW HEIGHTS SCHOOL, INC.
High School (B) MINNESOTA ONLINE HIGH SCHOOL MTS PEASE ACADEMY COMMUNICATION ARTS SR. HIGH MINNETONKA SENIOR HIGH MINNEWASKA SECONDARY MONTEVIDEO SENIOR HIGH MONTGOMERY-LONSDALE SECONDARY MONTICELLO SENIOR HIGH MOORHEAD HIGH MOOSE LAKE SECONDARY MORA SECONDARY MORRIS AREA SECONDARY MOUNDS VIEW ALC MOUNDS VIEW SENIOR HIGH IRONDALE SENIOR HIGH MOUNTAIN IRON-BUHL SECONDARY MOUNTAIN LAKE SECONDARY MURRAY COUNTY CENTRAL SECONDARY N.E. METRO ALC EAST N.R.H.E.G. SENIOR HIGH NASHWAUK SECONDARY NEVIS SECONDARY NEW HEIGHTS SCHOOL, INC.
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) (D) 515 864 838 231 131 115 109 927 1,654 1,367 1,130 151 149 329 194 126 194 766 237 211 2,123 ** 1,800 356 422 519 133 87 45 33 459 943 754 404 65 20 187 68 63 114 270 108 119 1,223 44 1,094 % of Total Graduates in Classes 2003-2006 (E) 69% 49% 62% 58% 66% 39% 30% 50% 57% 55% 36% 43% 13% 57% 35% 50% 59% 35% 46% 56% 58% 61%
School District (A) NEW LONDON-SPICER SCHOOL DISTRICT NEW PRAGUE AREA SCHOOLS NEW ULM PUBLIC SCHOOL DISTRICT NEW YORK MILLS PUBLIC SCHOOL DIST. NICOLLET PUBLIC SCHOOL DISTRICT NORMAN COUNTY EAST SCHOOL DISTRICT NORMAN COUNTY WEST SCHOOL DISTRICT NORTH BRANCH PUBLIC SCHOOLS NORTH ST PAUL-MAPLEWOOD SCHOOL DIST NORTH ST PAUL-MAPLEWOOD SCHOOL DIST NORTHFIELD PUBLIC SCHOOL DISTRICT NORTHLAND COMMUNITY SCHOOLS NORTHWEST PASSAGE HIGH SCHOOL NORWOOD PUBLIC SCHOOL DISTRICT OGILVIE PUBLIC SCHOOL DISTRICT OKLEE PUBLIC SCHOOL DISTRICT ONAMIA PUBLIC SCHOOL DISTRICT ORONO PUBLIC SCHOOL DISTRICT ORTONVILLE PUBLIC SCHOOL DISTRICT OSAKIS PUBLIC SCHOOL DISTRICT OSSEO PUBLIC SCHOOL DISTRICT OSSEO PUBLIC SCHOOL DISTRICT OSSEO PUBLIC SCHOOL DISTRICT
High School (B) NEW LONDON-SPICER SR. NEW PRAGUE SENIOR HIGH NEW ULM HIGH NEW YORK MILLS SECONDARY NICOLLET SECONDARY NORMAN COUNTY EAST SECONDARY NORMAN COUNTY WEST SECONDARY NORTH BRANCH SENIOR HIGH NORTH SENIOR HIGH TARTAN SENIOR HIGH NORTHFIELD SENIOR HIGH NORTHLAND SECONDARY NORTHWEST PASSAGE HIGH SCHOOL CENTRAL SENIOR HIGH OGILVIE SECONDARY RED LAKE COUNTY CENTRAL HIGH SCHOOL ONAMIA SECONDARY ORONO SENIOR HIGH ORTONVILLE SECONDARY OSAKIS SECONDARY MAPLE GROVE SENIOR HIGH OSSEO ALC OSSEO SENIOR HIGH
% of Total Graduates, 2003-2006 (H) 19% 15% 18% 16% 21% 13% 11% 21% 30% 27% 13% 21% 9% 17% 15% 18% 18% 11% 21% 9% 18% 24%
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 1,465 1,550 112 463 194 363 391 370 537 328 209 484 328 312 379 532 946 1,320 516 140 155 126 213 862 (D) 899 772 46 251 120 196 178 216 318 187 101 239 197 157 148 276 445 695 281 73 100 65 114 398 % of Total Graduates in Classes 2003-2006 (E) 61% 50% 41% 54% 62% 54% 46% 58% 59% 57% 48% 49% 60% 50% 39% 52% 47% 53% 54% 52% 65% 52% 54% 46%
School District (A) OSSEO PUBLIC SCHOOL DISTRICT OWATONNA PUBLIC SCHOOL DISTRICT PACT CHARTER SCHOOL PARK RAPIDS PUBLIC SCHOOL DISTRICT PARKERS PRAIRIE PUBLIC SCHOOL DIST. PAYNESVILLE PUBLIC SCHOOL DISTRICT PELICAN RAPIDS PUBLIC SCHOOL DIST. PEQUOT LAKES PUBLIC SCHOOLS PERHAM PUBLIC SCHOOL DISTRICT PIERZ PUBLIC SCHOOL DISTRICT PILLAGER PUBLIC SCHOOL DISTRICT PINE CITY PUBLIC SCHOOL DISTRICT PINE ISLAND PUBLIC SCHOOL DIST. PINE RIVER-BACKUS SCHOOL DISTRICT PIPESTONE AREA SCHOOL DISTRICT PLAINVIEW ELGIN MILLVILLE PRINCETON PUBLIC SCHOOL DISTRICT PRIOR LAKE-SAVAGE AREA SCHOOLS PROCTOR PUBLIC SCHOOL DISTRICT RANDOLPH PUBLIC SCHOOL DISTRICT RED LAKE FALLS PUBLIC SCHOOL DIST. RED LAKE PUBLIC SCHOOL DISTRICT RED ROCK CENTRAL SCHOOL DISTRICT RED WING PUBLIC SCHOOL DISTRICT
High School (B) PARK CENTER SENIOR HIGH OWATONNA SENIOR HIGH PACT CHARTER SEC. PARK RAPIDS SENIOR HIGH PARKERS PRAIRIE SECONDARY PAYNESVILLE AREA HIGH SCHOOL PELICAN RAPIDS SECONDARY PEQUOT LAKES SENIOR HIGH PERHAM SENIOR HIGH HEALY SECONDARY PILLAGER SECONDARY PINE CITY SECONDARY PINE ISLAND SECONDARY PINE RIVER-BACKUS SECONDARY PIPESTONE SENIOR HIGH PLAINVIEW SECONDARY PRINCETON SENIOR HIGH PRIOR LAKE HIGH SCHOOL PROCTOR SENIOR HIGH RANDOLPH SECONDARY LAFAYETTE SECONDARY RED LAKE SENIOR HIGH RED ROCK CENTRAL SECONDARY RED WING SENIOR HIGH
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 452 72 233 920 69 1,773 1,303 100 1,561 1,313 1,442 474 756 433 1,979 1,960 2,011 315 1,586 ** 1,822 70 106 242 (D) 235 11 134 557 30 927 749 28 888 862 812 201 435 228 987 932 886 22 841 214 917 27 62 109 % of Total Graduates in Classes 2003-2006 (E) 52% 15% 58% 61% 43% 52% 57% 28% 57% 66% 56% 42% 58% 53% 50% 48% 44% 7% 53% 50% 39% 58% 45%
School District (A) REDWOOD AREA SCHOOL DISTRICT REGION 4-LAKES COUNTRY SERVICE COOP RENVILLE COUNTY WEST SCHOOL DIST. RICHFIELD PUBLIC SCHOOL DISTRICT RIVERBEND ACADEMY ROBBINSDALE PUBLIC SCHOOL DISTRICT ROBBINSDALE PUBLIC SCHOOL DISTRICT ROCHESTER OFF-CAMPUS CHARTER HIGH ROCHESTER PUBLIC SCHOOL DISTRICT ROCHESTER PUBLIC SCHOOL DISTRICT ROCHESTER PUBLIC SCHOOL DISTRICT ROCKFORD PUBLIC SCHOOL DISTRICT ROCORI PUBLIC SCHOOL DISTRICT ROSEAU PUBLIC SCHOOL DISTRICT ROSEMOUNT-APPLE VALLEY-EAGAN ROSEMOUNT-APPLE VALLEY-EAGAN ROSEMOUNT-APPLE VALLEY-EAGAN ROSEMOUNT-APPLE VALLEY-EAGAN ROSEMOUNT-APPLE VALLEY-EAGAN ROSEMOUNT-APPLE VALLEY-EAGAN ROSEVILLE PUBLIC SCHOOL DISTRICT ROTHSAY PUBLIC SCHOOL DISTRICT ROUND LAKE PUBLIC SCHOOL DISTRICT ROYALTON PUBLIC SCHOOL DISTRICT
High School (B) REDWOOD VALLEY SENIOR HIGH YOUTH EDUCATIONAL SERVICES RENVILLE COUNTY WEST SENIOR HIGH RICHFIELD SENIOR HIGH RIVERBEND ACADEMY ROBBINSDALE ARMSTRONG SENIOR HIGH ROBBINSDALE COOPER SENIOR HIGH ROCHESTER OFF-CAMPUS CHARTER HIGH CENTURY SENIOR HIGH JOHN MARSHALL SENIOR HIGH MAYO SENIOR HIGH ROCKFORD SECONDARY ROCORI SENIOR HIGH ROSEAU SECONDARY APPLE VALLEY SENIOR HIGH EAGAN SENIOR HIGH EASTVIEW SENIOR HIGH ROSEMOUNT AREA LEARNING CENTER ROSEMOUNT SENIOR HIGH SCHOOL OF ENVIRONMENTAL STUDIES ROSEVILLE AREA SENIOR HIGH ROTHSAY SECONDARY ROUND LAKE SECONDARY ROYALTON SECONDARY
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) (D) 193 263 222 40 765 454 1,001 174 956 369 212 44 42 58 60 901 2,117 2,027 237 127 1,003 246 457 98 135 120 13 407 291 660 110 514 224 116 13 19 31 41 497 1,097 988 152 45 557 147 214 % of Total Graduates in Classes 2003-2006 (E) 51% 51% 54% 33% 53% 64% 66% 63% 54% 61% 55% 30% 45% 53% 68% 55% 52% 49% 64% 35% 56% 60% 47%
School District (A) RTR PUBLIC SCHOOLS RUSH CITY PUBLIC SCHOOL DISTRICT RUSHFORD-PETERSON PUBLIC SCHLS. SAGE ACADEMY CHARTER SCHOOL SARTELL-ST. STEPHEN SCHOOL DISTRICT SAUK CENTRE PUBLIC SCHOOL DISTRICT SAUK RAPIDS PUBLIC SCHOOL DISTRICT SEBEKA PUBLIC SCHOOL DISTRICT SHAKOPEE PUBLIC SCHOOL DISTRICT SIBLEY EAST SCHOOL DISTRICT SLEEPY EYE PUBLIC SCHOOL DISTRICT SOBRIETY HIGH SOBRIETY HIGH SOUTH KOOCHICHING SCHOOL DISTRICT SOUTH KOOCHICHING SCHOOL DISTRICT SOUTH ST. PAUL PUBLIC SCHOOL DIST. SOUTH WASHINGTON COUNTY SCHOOL DIST SOUTH WASHINGTON COUNTY SCHOOL DIST SOUTHLAND PUBLIC SCHOOL DISTRICT SPRING GROVE SCHOOL DISTRICT SPRING LAKE PARK PUBLIC SCHOOLS SPRINGFIELD PUBLIC SCHOOL DISTRICT ST. ANTHONY-NEW BRIGHTON SCHOOLS
High School (B) RTR HIGH SCHOOL RUSH CITY SECONDARY RUSHFORD-PETERSON SENIOR HIGH SAGE ACADEMY CHARTER SCHOOL SARTELL SENIOR HIGH SAUK CENTRE SECONDARY SAUK RAPIDS-RICE SENIOR HIGH SEBEKA SECONDARY SHAKOPEE SENIOR HIGH SIBLEY EAST-ARLINGTON SENIOR HIGH SLEEPY EYE SEC. SOBRIETY HIGH SOBRIETY HIGH WEST CAMPUS INDUS SECONDARY NORTHOME SECONDARY SOUTH ST. PAUL SECONDARY WOODBURY SENIOR HIGH PARK SENIOR HIGH SOUTHLAND SENIOR HIGH SPRING GROVE SECONDARY SPRING LAKE PARK SENIOR HIGH SPRINGFIELD SECONDARY ST. ANTHONY VILLAGE SENIOR HIGH
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 329 205 1,424 1,194 1,341 356 89 104 96 93 162 113 117 933 800 1,304 954 383 446 983 95 1,056 142 74 (D) 198 138 951 756 716 172 49 54 63 51 84 91 76 417 417 710 535 201 54 453 43 538 30 17 % of Total Graduates in Classes 2003-2006 (E) 60% 67% 67% 63% 53% 48% 55% 52% 66% 55% 52% 81% 65% 45% 52% 54% 56% 52% 12% 46% 45% 51% 21% 23%
School District (A) ST. CHARLES PUBLIC SCHOOL DISTRICT ST. CLAIR PUBLIC SCHOOL DISTRICT ST. CLOUD PUBLIC SCHOOL DISTRICT ST. CLOUD PUBLIC SCHOOL DISTRICT ST. FRANCIS PUBLIC SCHOOL DISTRICT ST. JAMES PUBLIC SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS COUNTY SCHOOL DISTRICT ST. LOUIS PARK PUBLIC SCHOOL DIST. ST. MICHAEL-ALBERTVILLE SCHOOL DIST ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT
High School (B) ST. CHARLES SECONDARY ST. CLAIR SECONDARY TECHNICAL SENIOR HIGH APOLLO SENIOR HIGH ST. FRANCIS HIGH ST. JAMES SECONDARY COTTON SECONDARY ALBROOK SECONDARY ORR SECONDARY TOWER-SOUDAN SECONDARY COOK SECONDARY BABBITT SECONDARY CHERRY SECONDARY ST. LOUIS PARK SENIOR HIGH ST. MICHAEL-ALBERTVILLE SENIOR HIGH HARDING SENIOR HIGH JOHNSON SENIOR HIGH HUMBOLDT SENIOR HIGH AREA LEARNING CENTER UNIDALE HIGHLAND PARK SENIOR HIGH ST. PAUL OPEN SCHOOL ARLINGTON SENIOR HIGH ALC CREATIVE ARTS SCHOOL A. G. A. P. E. TEEN PARENT
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 1,543 1,012 567 428 142 491 2,663 131 100 658 292 90 115 302 138 92 146 356 123 116 524 215 166 632 (D) 698 540 265 236 73 266 1,200 61 49 385 130 38 67 154 55 43 76 181 67 66 356 101 89 317 % of Total Graduates in Classes 2003-2006 (E) 45% 53% 47% 55% 51% 54% 45% 47% 49% 59% 45% 42% 58% 51% 40% 47% 52% 51% 54% 57% 68% 47% 54% 50%
School District (A) ST. PAUL PUBLIC SCHOOL DISTRICT ST. PAUL PUBLIC SCHOOL DISTRICT ST. PETER PUBLIC SCHOOL DISTRICT STAPLES-MOTLEY SCHOOL DISTRICT STEPHEN-ARGYLE CENTRAL SCHOOLS STEWARTVILLE PUBLIC SCHOOL DISTRICT STILLW ATER AREA PUBLIC SCHOOL DIST. STUDIO ACADEMY CHARTER SCHOOL SWANVILLE PUBLIC SCHOOL DISTRICT THIEF RIVER FALLS SCHOOL DISTRICT TRACY PUBLIC SCHOOL DISTRICT TREKNORTH HIGH SCHOOL TRI-COUNTY SCHOOL DISTRICT TRITON SCHOOL DISTRICT TRUMAN PUBLIC SCHOOL DISTRICT ULEN-HITTERDAL PUBLIC SCHOOL DIST UNDERWOOD PUBLIC SCHOOL DISTRICT UNITED SOUTH CENTRAL SCHOOL DIST. UPSALA PUBLIC SCHOOL DISTRICT VERNDALE PUBLIC SCHOOL DISTRICT VIRGINIA PUBLIC SCHOOL DISTRICT WABASHA-KELLOGG PUBLIC SCHOOL DIST. WABASSO PUBLIC SCHOOL DISTRICT WACONIA PUBLIC SCHOOL DISTRICT
High School (B) CENTRAL SENIOR HIGH COMO PARK SENIOR HIGH ST. PETER SENIOR HIGH STAPLES-MOTLEY SENIOR HIGH STEPHEN SENIOR HIGH STEWARTVILLE SENIOR HIGH STILLWATER SENIOR HIGH STUDIO ACADEMY CHARTER SCHOOL SWANVILLE SECONDARY LINCOLN SENIOR HIGH TRACY SECONDARY TREKNORTH HIGH SCHOOL TRI-COUNTY SECONDARY TRITON HIGH SCHOOL TRUMAN SECONDARY ULEN-HITTERDAL SECONDARY UNDERWOOD SECONDARY UNITED SOUTH CENTRAL SENIOR HIGH UPSALA SECONDARY VERNDALE SECONDARY VIRGINIA SECONDARY WABASHA-KELLOGG SECONDARY WABASSO SECONDARY WACONIA SENIOR HIGH
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 425 240 196 385 693 407 265 126 2,732 274 1,214 143 661 152 2,549 1,151 108 314 151 1,211 624 132 367 377 (D) 264 117 106 181 349 217 155 68 1,205 137 620 80 296 87 1,412 684 52 180 67 686 360 61 227 187 % of Total Graduates in Classes 2003-2006 (E) 62% 49% 54% 47% 50% 53% 58% 54% 44% 50% 51% 56% 45% 57% 55% 59% 48% 57% 44% 57% 58% 46% 62% 50%
School District (A) WADENA-DEER CREEK SCHOOL DISTRICT WALKER-HACKENSACK-AKELEY SCHL. DIST WARREN-ALVARADO-OSLO SCHOOL DIST. WARROAD PUBLIC SCHOOL DISTRICT WASECA PUBLIC SCHOOL DISTRICT WATERTOWN-MAYER PUBLIC SCHOOL DIST. WATERVILLE-ELYSIAN-MORRISTOWN WAUBUN PUBLIC SCHOOL DISTRICT WAYZATA PUBLIC SCHOOL DISTRICT WEST CENTRAL AREA WEST ST. PAUL-MENDOTA HTS.-EAGAN WESTBROOK-WALNUT GROVE SCHOOLS WESTONKA PUBLIC SCHOOL DISTRICT WHEATON AREA PUBLIC SCHOOL DISTRICT WHITE BEAR LAKE SCHOOL DISTRICT WILLMAR PUBLIC SCHOOL DISTRICT WILLOW RIVER PUBLIC SCHOOL DISTRICT WINDOM PUBLIC SCHOOL DISTRICT WIN-E-MAC SCHOOL DISTRICT WINONA AREA PUBLIC SCHOOL DISTRICT WORTHINGTON PUBLIC SCHOOL DISTRICT WRENSHALL PUBLIC SCHOOL DISTRICT YELLOW MEDICINE EAST ZUMBROTA-MAZEPPA SCHOOL DISTRICT
High School (B) WADENA-DEER CREEK SENIOR HIGH WALKER-HACKENSACK-AKELEY SEC. WARREN-ALVARADO-OSLO SECONDARY WARROAD SENIOR HIGH WASECA SENIOR HIGH WATERTOWN MAYER HIGH WATERVILLE-ELYSIAN-MORRISTOWN SR. WAUBUN SECONDARY WAYZATA HIGH WEST CENTRAL AREA SEC. HENRY SIBLEY SENIOR HIGH WESTBROOK-WALNUT GROVE SENIOR HIGH MOUND-WESTONKA HIGH SCHOOL WHEATON SECONDARY WHITE BEAR SOUTH CAMPUS SENIOR WILLMAR SENIOR HIGH WILLOW RIVER SECONDARY WINDOM SENIOR HIGH WIN-E-MAC SECONDARY WINONA SENIOR HIGH WORTHINGTON SENIOR HIGH WRENSHALL SECONDARY YELLOW MEDICINE EAST HIGH SCHOOL ZUMBROTA-MAZEPPA SENIOR HIGH
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Graduates Enrolled in Minnesota Public Higher Education Total Number of Graduates in Classes 2003-2006 Graduates*** (C) 2,271 221,571 237,038 (D) 230 114,334 114,334 % of Total Graduates in Classes 2003-2006 (E) 10% 52% 48%
Graduates Who Took Developmental Courses at Minnesota Public Higher Education Institutions Graduates Who Took at Least One Course (F) 78 41,962 41,962 % of Grads in Mn Public Higher Education (G) 34% 37% 37%
School District (A)
High School (B)
% of Total Graduates, 2003-2006 (H) 3% 19% 18%
TOTALS High Schools with 5 or Fewer Graduates in Developmental Courses TOTAL FOR REPORTED HIGH SCHOOLS TOTAL PUBLIC HIGH SCHOOL GRADUATES
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Getting Prepared: A 2008 Report on Recent High School Graduates Who Took Developmental/Remedial Courses State-Level Summary and

High School Summary March 2008

20% 9% 8% 36% 17% 13%

* Percentages do not add to 100 percent due to rounding.

Type of Institution Attended

48% Two-Year Colleges

Year of High School Graduation

Getting Prepared for College: A Shared Agenda

Development Education In Minnesota Public Higher Education

1,660 1,080 580

N/A N/A N/A

N/A N/A N/A

How does an institutions mission affect its developmental education programs?

Two or More Developmental Courses 18% 1%

Math 57% 99%

Other Subject Areas 22% <1%

40% 31% 12%

44% 48% 29%

55% 52% 86%

Is the need for developmental education increasing or decreasing?

1999 33% 15%

2000 34% 15%

2001 36% 11%

37% 43% 21%

39% 44% 23%

41% 45% 27%

42% 46% 29%

42% 45% 29%

44% 47% 29%

44% 48% 29%

43% 50% 24%

Minnesota Higher Education Services Office estimates.

Minnesota Public Higher

Class of 2005 Total Insufficient data 24.1

Insufficient data Insufficient data 21.5

Insufficient data Insufficient data 19.7

16% 17% 13%

204 433 510 678

58,556 70,983 71,669 69,749

100% 100% 100% 100%

990 1,725 2,206 2,120

100% 100% 100% 100%

23% 22% 22% 23%

10,761 12,056 11,823 10,846

19% 17% 17% 16%

3,824 3,302 3,234 3,354

204 424 507 669

57,566 69,258 69,463 67,629

100% 100% 100% 100%

12,570 14,519 14,524 14,750

24% 23% 23% 24%

10,480 11,680 11,500 10,400

20% 19% 18% 17%

3,822 3,301 3,234 3,349

197 413 475 664

52,791 62,415 62,706 60,392

100% 100% 100% 100%

480 544 519 728

281 376 323 446

4,775 6,843 6,757 7,237

100% 100% 100% 100%

3.00 to 4.00 Number Percent

2.00 to 2.99 Number Percent