Education: Our Best Legacy (EOBL) is important because the achievement gap still exists. There are differences in academic performance between groups of students in Minnesota and beyond. It is important to close achievement gaps and ensure all students are performing well. Doing so is critical to the social and economic well-being of people in Minnesota and beyond.
The graduation gap in Minnesota
Minnesota ranks high in academic achievement. It also has one of the highest levels of educational disparities in the country.
One important factor is the number of students who graduate from high school. Graduation rates for Minnesota students of color have been increasing but they still lag behind their white peers. For example, the Minnesota Department of Education reports that in 2013:
Nearly 59 percent of Hispanic students graduated high school on time.
Slightly more than 85 percent of white students graduated high school on time.
The same is true for students in poverty and English Language Learners.
It’s important to note that the achievement gap results in large part from an opportunity gap. Students of color lack access to quality schools and school-related resources.
The graduation gaps between student groups have been getting smaller in Minnesota. Minnesota has seen the greatest increases in graduation rates for:
Minnesota students of color.
English Language Learners.
Students in poverty.
The Minnesota Department of Education tracks data on the reduction of graduation gaps for students. See the following tables for more information. In these tables “graduation” is defined as finishing high school within four years of entering 9th grade.
| Students | 2011 Graduation Rate | 2012 Graduation Rate | 2013 Graduation Rate | Graduation Gap Reduction (2011 to 2013) |
|---|---|---|---|---|
| Free and Reduced-Price Lunch | 58.75 | 59.9 | 63.79 | Gap reduced by 5.4% |
| Non-Free and Reduced-Price Lunch | 85.84 | 86.32 | 85.45 |
| Students | 2011 Graduation Rate | 2012 Graduation Rate | 2013 Graduation Rate | Graduation Gap Reduction (2011 to 2013) |
|---|---|---|---|---|
| American Indian | 42.48 | 45.46 | 49.01 | White/American Indian gap reduced by 5.1% |
| Asian/Pacific Islander | 72.88 | 74.38 | 78.22 | White/Asian gap reduced by 3.9% |
| Black | 49.93 | 51.68 | 57.76 | White/Black gap reduced by 6.4% |
| Hispanic | 51.14 | 53.86 | 58.98 | White/Hispanic gap reduced by 6.4% |
| White | 83.8 | 84.1 | 85.27 | |
| All Students | 77.21 | 77.87 | 79.84 |
| Students | 2011 Graduation Rate | 2012 Graduation Rate | 2013 Graduation Rate | Graduation Gap Reduction (2011 to 2013) |
|---|---|---|---|---|
| English Learners (EL) | 52.51 | 52.09 | 59.32 | Gap reduced by 6.4% |
| Non-English Learners | 85.84 | 86.32 | 85.45 | Gap reduced by 6.4% |
Statewide student graduation rate has increased in Minnesota overall. Historically lower-performing groups are improving the fastest. This is great news but there is still work to do.
Engaging families, schools and communities is an important strategy to close the achievement gap. There needs to be:
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A collaboration of families, schools and communities.
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Active partnership with the shared responsibilities.
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Everyone working towards student’s lifelong learning and development.
Many Minnesota families, schools and school districts struggle to integrate this strategy. Family engagement is often segmented within the educational system. This creates a disconnect between instructional practice and improvement strategies. This disconnect adds to families' confusion and frustration.
Engaging families as partners in education helps to ensure the success of students. Family engagement impacts both student achievement and college and career readiness. Engaged family-school-community partnerships are committed to:
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Engage in meaningful and culturally respectful ways.
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Share the ownership of children’s school challenges and successes.
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Help children work toward:
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High school graduation.
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Training or education after high school.
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Career opportunities.
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Ethnic and cultural diversity in Minnesota has been changing rapidly. Immigrant population is a major factor in this change. The Latino (Hispanic) community is the largest and fastest growing group. According to the U.S. Census Bureau:
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There has been an estimated growth of 330 percent from 1980 to 2000.
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The Latino population grew another 74.5 percent from 2000 to 2010.
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Latinos make up about 4.7 percent of the population. This is an increase from 3 percent just a decade ago.
New immigrants families face many challenges. For example families may experience difficulties:
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Settling in a new country.
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Coping with an anti-immigrant climate.
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Dealing with work insecurity.
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Trying to uphold traditional customs and values — including views on gender roles.
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Navigating systems such as the U.S. school system.
University of Minnesota Extension conducted several focus groups with immigrant parents. Most parents said that education plays an important role in their children’s future. (See Development of the EOBL program for more information.)
It is important that professionals who work with immigrant parents:
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Know that parents want their children to be successful at school.
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Understand the critical link between parental involvement and their children’s school success.
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Help families overcome barriers to school success.
Education: Our Best Legacy engages families and empowers them to:
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Get involved in their child’s education in and out of the classroom.
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Partner with schools and community organizations for their children's school success.
Education: Our Best Legacy covers nine important content areas. Increasing parents’ understanding in these areas will help to improve:
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Parent-child relationships.
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Parent-school relationships.
The Education: Our Best Legacy classes and resources are the vehicle that lead these changes.
Minnesota Department of Education. (n.d.). Minnesota’s graduation rates: Rates by student group from 2010-2013.
Minnesota Department of Education. (2015). Are we closing graduation gaps?
Minnesota Department of Education. (2016). Family, school and community engagement.
Schott Foundation for Public Education. (n.d.). Opportunity gap — Talking points.
U.S. Census Bureau. (2010). Summary File 1, Table P9, Hispanic or Latino, and not Hispanic or Latino by race.