1. Larry Isaak Midwestern Higher Education Compact Meredith Fergus Minnesota Office of Higher Education 1

2. 2 Source: Postsecondary.Org; IPEDS

3. 3 Source: SLEDS, Minnesota Office of Higher Education

4. 4

5. 5 Source: U.S. Department of Education, IPEDS Graduation Rate Survey

6. 6 Source: NCHEMS: Knocking at the College Door

7. 7

8.  Academic preparation is one of the strongest determinants of success during college ◦ Foundation begins in Preschool ◦ By 8 th grade, 50%+ of students fail to attain proficiency in math, reading, or science (NAEP)  30 percentage point gap in proficiency between lower and higher income students ◦ By graduation, 30%+ of ACT test-takers fail to meet the college readiness benchmark in at least one subject area (English, Math, Reading, Science) 8

9.  Examples: Dual enrollment, Advanced Placement, International Baccalaureate ◦ Participation in dual enrollment increases the likelihood of attaining a college degree, particularly among low- income students (An, 2013)  Participation in dual credit programs is increasing in MN ◦ But students of color & lower income students participate at lower rates (MDE, 2013) 9

10.  College costs lower-income students 39-44% of family income after grants (19% for middle-income students) (MHEC, 2013)  Grant support, both federal and state is critical for promoting educational attainment ◦ Half of Minnesota undergraduates come from families with income of less than $40,000 (OHE, 2014) ◦ The average award of need-based grant aid decreased between 2003 and 2012, but it has increased over the last two years. 10

11. 11 Source: WDQI/SLEDS, MN Department of Employment and Economic Development, MN Office of Higher Education

12. 12 NCHEMS. SHEEO.

13.  Adoption of effective campus-based practices ◦ Engagement pedagogies, ◦ Aid targeted for students with high financial need, ◦ Using multiple measures to assess college readiness, etc. (MHEC, 2014)  Experimentation with innovative models ◦ MOOCs, ◦ Competency-based education, ◦ Apprenticeships, etc.  Caveat: Not all new models will be successful in providing access, completion, and high educational quality for Minnesota students ◦ Completion rates are lower in online courses (Xu & Jaggars, 2013) 13

14. 14