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The Study Abroad Health and Safety Report informs students and parents about significant health and safety incidents while studying abroad. Incidents, as reported on the Study Abroad Health and Safety Survey, are defined as deaths and hospitalizations that occurred during participation in a study abroad program. Minnesota legislation (Minn. Stat. § 5.41) aims to strengthen student safety by asking Minnesota colleges and universities with study abroad programs to report the following information annually: (1) Hospitalizations and deaths of students during program participation; (2) Country, primary program host, and program type of each incident; and (3) Whether the program complies with health and safety standards set by the nationally recognized Forum on Education Abroad or a similar standard.

In 2015, the Minnesota Legislature passed statute 135A.012 Higher Education Goal, which enacted a goal that 70% of Minnesota adults (ages 25-44) will have attained a postsecondary certificate or degree by 2025. In recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage has steadily increased compared to 2015 estimates (57.5%). In order to reach the 70.0% educational attainment goal set by the Legislature, however, Minnesota still needs an additional 104,420 persons age 25-44 to complete a postsecondary credential by 2025. This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. [For the 2022 report, see ED625506.]

Post-secondary education enrollment and completion disparities exist for Minnesota's Black, Indigenous, and Persons of Color (BIPOC) and lower-income students. One outcome measure demonstrating the impact of system-fed disparities in K-12 education is a student's level of readiness for college-level courses following high school graduation. Given that academic preparation is a significant predictor of persistence and completion in college, developmental education serves as a bridge between the academic readiness of students enrolling in a postsecondary education and the academic skills needed to succeed in college level work. This paper examines Minnesota public high school graduates from the classes of 2014-2021 who enrolled in postsecondary education and subsequently enrolled in developmental education courses. This report uses student-level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education and college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse and provides one measure of academic readiness of Minnesota's public high school graduates.

The Study Abroad Health and Safety Report informs students and parents about significant health and safety incidents while studying abroad. Incidents, as reported on the Study Abroad Health and Safety Survey, are defined as deaths and hospitalizations that occurred during participation in a study abroad program. Minnesota legislation (Minn. Stat. § 5.411) aims to strengthen student safety by asking Minnesota colleges and universities with study abroad programs to annually report the following information: (1) Hospitalizations and deaths of students during program participation; (2) Country, primary program host, and program type of each incident; and (3) Whether the program complies with health and safety standards set by the nationally recognized Forum on Education Abroad or a similar standard.

In 2015, the Minnesota Legislature enacted a goal that 70% of Minnesota adults (ages 25-44) will have attained a postsecondary certificate or degree by 2025. In recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. While Minnesota is making progress towards the 70% educational attainment goal, attainment gaps persist among Black, Indigenous, and persons of color. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges must engage communities of color and American Indian communities in postsecondary education. [For the 2021 report, see ED616056.]

"Getting Prepared 2021" examines Minnesota public high school graduates from the classes of 2013-2020 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education courses add to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. "Getting Prepared 2021" fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. [For "Getting Prepared 2020: Developmental Education Course-Taking of High School Graduates, Classes 2012-2019," see ED623381.]

"Getting Prepared 2020" examines patterns of developmental education for Minnesota public high school graduates from the classes of 2012 to 2019 who enrolled in Minnesota postsecondary institutions. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity, as the cost gets higher for students who spend additional time finishing developmental course requirements before starting program-specific courses. "Getting Prepared 2020" fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report describes findings resulting from linking student-level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. The term "college" refers to any type of postsecondary institution offering academic programs or vocational training. [For "Getting Prepared 2019: Developmental Education Course-Taking of High School Graduates, Classes 2011-2018," see ED612998.]

The Office of Higher Education is required by the Minnesota Legislature to publish the Study Abroad Health and Safety Annual Report, which serves to inform students and parents about significant health and safety incidents occurring during study abroad. This report provides data for Minnesota colleges and universities for the years 2015-2021. This report also includes discussion of the impact of the COVID-19 pandemic on study abroad participation.

The Office of Higher Education is required by the Minnesota Legislature to publish the Sexual Assault Data Report, which includes information regarding the outcomes of sexual assault incidents reported to postsecondary institutions. This report provides data for Minnesota colleges for the years 2015-2021. This report also includes discussion of the impact of the pandemic on Title IX processes for Minnesota institutions.

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly in recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 62.5% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. While Minnesota is making progress towards the 70% educational attainment goal, attainment gaps persist among Black, Indigenous, and persons of color. Showing attainment rates by basic race groups hides differences within each group that are important. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges must engage communities of color and American Indian communities in postsecondary education. [For the 2020 report, see ED616055.]

Financial aid has helped millions of students pay for their education beyond high school. This document provides information about federal and Minnesota financial aid programs, including the following sections: (1) How do I apply for financial aid?; (2) Five basic steps to apply for financial aid; (3) What types of financial aid are available?; (4) 7 ways to earn college credits in high school; (5) 4 reasons you should go to college; (6) How much does college cost?; (7) Are there tax benefits for going to college?; and (8) Financial aid programs. [For "Minnesota Office of Higher Education Financial Aid Basics" [2020], see ED609762.]

"Getting Prepared 2019" examines Minnesota public high school graduates from the classes of 2011-2018 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. "Getting Prepared 2019" fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. The term "college" is used to reference any type of postsecondary institution offering academic programs or vocational training.

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Educational attainment refers to the highest level of education an individual completes. The U.S. Census measures educational attainment of a population as a percentage or count of the population that holds a postsecondary credential (certificate, associate degree, diploma, bachelor's degree, master's degree, graduate certificate, and doctoral or professional degree). Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased slightly as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. In summary, Minnesota is making steady progress towards the 70% educational attainment goal, but attainment gaps persist among people of color and American Indians. As the state is increasingly becoming more diverse, the need for more Minnesotans to become career-ready is also increasing. Unfortunately, many American Indian, Black, Asian, and Hispanic Minnesotans are not earning credentials. Showing attainment rates by basic race groups hides differences within each group that are important. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges should engage communities of color and American Indian communities in postsecondary education. [For the 2019 report, see ED605883.]

It is often thought that college undergraduates are young, recent high school graduates. Overall, this is the norm -- last year, roughly 70 percent of undergraduates eligible for the State Grant were dependent students, meaning they were dependent on a parent for financial support. However, nearly 30 percent of undergraduates who were eligible for a State Grant were listed as independents last year, indicating that they do not rely on a parent or guardian for financial support. This generally means that they are adult learners. Often an overlooked group, adult learners make up a sizeable portion of the undergraduate population in Minnesota. Many are -- in addition to being college students -- parents, spouses, and employees. This report presents data regarding undergraduate student parents in Minnesota.

Financial aid has helped millions of students pay for their education beyond high school. This document provides information about federal and Minnesota financial aid programs, including the following sections: (1) How do I apply for financial aid?; (2) Five basic steps to apply for financial aid; (3) What types of financial aid are available?; (4) 7 ways to earn college credits in high school; (5) 4 reasons you should go to college; (6) How much does college cost?; (7) Are there tax benefits for going to college?; and (8) Financial aid programs.

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Educational attainment refers to the highest level of education an individual completes. Greater educational attainment correlates with increased earnings, lower unemployment, better health, and other social and economic benefits. The ability of Minnesota workers to live in and raise their families in the state relies on their ability to find employment at a family-sustaining wage to cover the costs of housing, food, transportation, and childcare. Minnesota is making steady progress towards the 70% educational attainment goal, but attainment gaps persist among people of color and American Indians. As the state is increasingly becoming more diverse, the need for more Minnesotans to become career-ready is also increasing. Unfortunately, many American Indian, Black, Asian, and Latinx Minnesotans are not earning credentials. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges should engage communities of color and American Indian communities in postsecondary education. [For the 2018 report, see ED594472.]

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 ("Minn. Laws 2015 Chapter 69 Article 3 Sec. 6"). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities. Data collected by the Minnesota Office of Higher Education, Minnesota State Colleges and Universities and the Minnesota Demographic Center combine to provide estimates of postsecondary attainment. Findings from this year's report show that by 2025, one in three children enrolled in Minnesota's education pipeline will be Latinx, Black, American Indian, or Asian (Early Childhood Longitudinal Data System [ECLDS], 2018). Of those students of color and American Indian students, half will be first-generation college students. Another third will receive free-or-reduced-priced lunch. One in six will receive special education services. One in 12 will be limited-English proficient, and one in 100 will experience homelessness (Minnesota Report Card, 2018). All of them will face a job market that will require a higher level of skill in order to remain competitive and earn a family sustaining wage in Minnesota. Because of their growing numbers, the educational achievement of Minnesota's student of color population has implications for the state's economy, local labor markets, and prospects for upward social mobility for millions of Minnesotans. Minnesota will not reach the 2025 goal of 70% attainment if the current trends remain unchanged. Moving forward, it is imperative that Minnesota enacts policies that specifically target racial/ethnic minorities and American Indians to improve their educational attainment. Focusing on barriers and finding solutions for racial/ethnic minorities and American Indian communities are key to the state's success and overall workforce readiness. [For the 2017 report, see ED591565.]

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 ("Minnesota Laws 2015 Chapter 69, Article 3, Section 6"). The law also sets 70 percent attainment goals for all races/ethnicities. To achieve this, Minnesota must close all disparities in postsecondary education by race. The legislation requires the Office of Higher Education to report annual progress towards meeting the 70 percent goal. This report updates progress towards meeting Minnesota's 70 percent postsecondary educational attainment goal by 2025. Data collected by the Minnesota Office of Higher Education, Minnesota State Colleges and Universities, and the Minnesota Demographic Center combine to provide estimates of postsecondary attainment. While Minnesota overall continues to make steady progress towards 70 percent, the same trend does not hold true across all racial and ethnic groups. In order to reach 70 percent, populations of color must comprise the majority of new recipients of postsecondary awards. This report provides the year three update on progress. [For the second report, "Educating for the Future 2016: Update and Policy Guide," see ED591566.]

Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. With the need to have Minnesota's students prepared for higher education and employment in occupations that require postsecondary training that ranges from sub-baccalaureate credentials--associate degrees and high-quality certificates--to higher level postsecondary degrees, this report provides information on the outcomes of ICAP funding for fiscal years 2015 and 2016. Among the key findings from the report are: (1) Program focus on enhancing success in core curriculum by strengthening academic preparation was a determinant in postsecondary enrollment and success for ICAP students; (2) Rigorous academic coursework (honors, dual enrollment, Advanced Placement, International Baccalaureate, Concurrent Enrollment) beyond the high school core curriculum enhanced college readiness/mastery of college level content for ICAP students; (3) ICAP programs that targeted strengthening postsecondary enrollment through ACT preparation and assessment increased student ACT scores and profile for college admission. The average ACT score increase for these programs ranged from 0.94 to 6.0; and (4) The high school graduation rate for ICAP seniors (91% in 2015 and 93% in 2016) continues to be higher than the state's four-year graduation rate for public school students. While there is considerable local and national focus on improving secondary and postsecondary outcomes for students underrepresented in the education attainment pipeline, the targeted ICAP funding has enhanced academic attainment to allow postsecondary participation and workforce preparation for students supported by ICAP. [For the 2013-2014 report, see ED583058.]

"Getting Prepared 2017" examines Minnesota public high school graduates from the classes of 2008-2015 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. Overall, Minnesota does well in moving students from public high school to college (77% of 2014 graduates enrolled in college within 2 years of high school graduation). However, gaps in college enrollment exist for students of color and lower income students. "Getting Prepared 2017 "provides policymakers one measure of college readiness--enrollment in developmental education. Twenty-four percent of 2014 public high school graduates enrolled in one or more developmental courses within two years of graduating high school. Overall developmental education rates for recent high school graduates declined between 2008 and 2014. Almost all graduates enrolling in developmental education (98%) enrolled at Minnesota State Colleges and Universities. Disparities in enrollment in developmental education also exist for students of color, non-English speakers and lower income students. [The Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Minnesota Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED), provided data for this report. For "Getting Prepared 2016: Recent High School Graduates and Developmental Courses," see ED610322.]

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the classes of 2007-2013 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. "Getting Prepared 2016," includes data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2007 to 2014 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. "Getting Prepared 2016" provides policymakers a more accurate measure of college readiness. [For "Getting Prepared 2015: Recent High School Graduates and Developmental Courses," see ED610323.]

To better understand student debt in Minnesota, the Minnesota Office of Higher Education (the Office) gathers information on cumulative student loan debt from Minnesota degree-granting institutions. These data detail the number of students with loans by institution, the cumulative student loan debt incurred at that institution, and the percentage of students with loans for the 2011-2012, 2012-2013, 2013-2014, and 2014-15 academic years. This is the second report of institution-level cumulative student loan debt data for all types of degrees and all types of institutions in Minnesota. The Office conducted a survey of Minnesota institutions to obtain median cumulative student loan debt by type of certificate/degree from degree-granting institutions. Cumulative student loan debt refers to the total debt incurred while a student attends a specific institution. Debt incurred from previous institutions is not included. Cumulative debt is only reported for students that completed a certificate or degree at the given institution. The debt figures include debt from federal, state and private sources that is known to the institutions. In addition, students with no debt are not included in the median. Individual private institutions provided the cumulative student loan debt for their graduates with loans. The University of Minnesota and Minnesota State Colleges and Universities provided the data for their graduates from their central offices. Some of the key findings include: (1) Students continue to rely on loans to finance their postsecondary education; (2) Student debt increases as the level of degree and specialization increases; and (3) At the associate and bachelor's degree levels, students graduating from for-profit institutions borrow more, on average, than students at public and private non-profit institutions.

The demand for expertise and professionals in the science, technology, engineering, and math (STEM) field is growing rapidly. In addition to this demand for STEM experts, the demographics of the nation are also shifting rapidly and the number of people of color is projected to continue to grow significantly over the next forty years. Although the demographics of the nation are shifting, this shift is not reflected in STEM fields, which has remained white and male dominated. The combination of the rapidly changing national demographics, the lack of diversity in STEM fields, and the increasing demand for STEM professionals, particularly in the healthcare system, has created an unavoidable predicament and requires swift, drastic, and immediate action by educators, policy makers, families, and communities if we are to correct this issue. This report recommends the following: (1) Public policy that provides shared responsibility of funding that target efforts to increase underrepresented student college completion in STEM; and (2) Support the efforts of the NorthStar STEM Alliance, a current initiative that increases the access and success of underrepresented students in STEM by providing financial support to campus sites to focus specifically on the academic achievement of students of color. The efforts of this Alliance can be supported by aligning the first two years of curriculum among all 2- and 4-year institutions that have a NorthStar STEM Alliance program to facilitate the ease of transfer.

In 2015, the Minnesota Legislature enacted legislation setting a target that 70 percent of Minnesota adults age 25 to 44 will have attained a postsecondary certificate or degree by 2025, both for the general population and by racial/ethnic subgroups. This report fulfills the mandated reporting pursuant to Minnesota's educational attainment goal, specifically the techniques utilized to estimate certificate attainment for Minnesotans age 25 to 44 (Minnesota Laws 2015 Chapter 69, Article 3, Section 25). Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, Minnesota State Colleges and Universities (MnSCU). This and subsequent reports, as required by the legislation, will include the updates to data and methodology used to establish educational attainment in Minnesota.

The 2015 Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 ("Minnesota Laws 2015 Chapter 69, Article 3, Section 6"). To achieve this goal, Minnesota must address disparities across the educational pipeline. This is the second annual report on Minnesota's educational attainment goal, specifically providing an update of the original baseline targets established in the first report. Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, and Minnesota State Colleges and Universities (Minnesota State). This and subsequent reports, as required by legislation, will include the updates to data and methodology used to establish educational attainment measures in Minnesota. [For the first report, "Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment," see ED572333.]

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2007-2013 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. "Getting Prepared 2015," includes data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2007 to 2013 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. "Getting Prepared 2015" provides policymakers a more accurate measure of college readiness. [For "Getting Prepared 2014: Recent High School Graduates and Developmental Courses," see ED610324.]

Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. With the need to have Minnesota's students prepared for higher education and employment in occupations that require postsecondary training that ranges from sub-baccalaureate credentials--associate degrees and high-quality certificates--to higher level postsecondary degrees, this report provides information on the outcomes of ICAP funding for fiscal years 2013 and 2014. Among the key findings from the report are: (1) Program focus on enhancing success in core curriculum by strengthening academic preparation was a determinant in postsecondary enrollment and success for ICAP students; (2) Rigorous academic coursework (honors, dual enrollment, Advanced Placement, International Baccalaureate) beyond the high school core curriculum enhanced college readiness/mastery of college level content for ICAP students; (3) ICAP programs that targeted strengthening postsecondary enrollment through ACT preparation and assessment increased student ACT scores and profile for college admission. The average ACT score increase for these programs ranged from 0.85 to 5.99; and (4) The high school graduation rate for ICAP seniors (90% in 2013 and 95% in 2014) continues to be higher than the state's four-year graduation rate for public school students. While there is considerable local and national focus on improving secondary and postsecondary outcomes for students underrepresented in the education attainment pipeline, the targeted ICAP funding has enhanced academic attainment to allow postsecondary participation and workforce preparation for students supported by ICAP. [For the 2011-2012 report, see ED583078.]

Since the Student Education Loan Fund (SELF) Loan program's inception in 1984, over 250,000 students have received more than $2 billion in SELF Loans to pursue their postsecondary education (Minnesota Office of Higher Education, 2014a). The SELF Loan program provides undergraduate and graduate students with long-term, low-interest educational loans. Unlike most private lenders, SELF Loan interest rates are universal for all students regardless of credit score. As the costs of higher education have increased for students and their families over the past three decades, SELF Loans have played an increasingly important role in providing students with the financial resources needed to pay for their education; however, the SELF program loan limits have failed to keep pace with the cost of college potentially forcing students to choose higher-priced alternatives. Nationally, there appears to be growing demand for student loan refinancing programs, as evidenced by the number of state and private programs that have emerged in recent years. Inherently, a borrower's decision to refinance their student loans signals that their current loans are inadequately serving their needs or there are more favorable options. While student loan refinancing programs can play an important role in improving the financial position of borrowers, it is in the student's best interest to obtain low cost financing while they are enrolled in school rather than waiting to refinance after graduating. This report presents a framework for establishing a SELF Loan Refinancing program and outlines strategic modifications to the existing SELF Loan program to better meet the needs of students and reduce their need to refinance. Specifically, the report presents an overview of other state's loan refinancing programs, outlines characteristics of a proposed Minnesota pilot refinancing program, and discusses challenges to implementing a SELF Loan Refinancing program. Additionally, it provides a summary of the current SELF Loan program and outlines strategies to strengthen the program to more effectively meet student needs. Suggested Changes to the Federal Preferred Lender Law are provided in the appendix.

This report serves as a comprehensive resource of accurate and timely indicators of higher education performance in Minnesota. This report provides historical and national comparisons to contextualize state data. "Minnesota Measures" also offers Minnesota postsecondary peer institution comparisons. As possible, indicators are disaggregated by student race and income to illustrate disparities at all levels of the education system and to help policymakers and the public understand and address inequities in Minnesota. "Minnesota Measures" reveals that while Minnesota has a strong postsecondary system as compared to other states, students of color are not succeeding at the same rates as their White peers. Given the increasing diversity of the Minnesota population, especially among the youngest generation, it is critical to recognize the different experiences of Minnesota's students of color in our education system. Several stakeholder groups, including state legislators, educators and researchers, can use this information to inform their work. To enhance usability, this document is organized into three sections: (1) Preparing for and Entering College; (2) During College; and (3) Outcomes of College. This structure replicates a student's experience through their educational pathway. To confirm the veracity of the data, the Office of Higher Education utilizes a variety of data sources, including the U.S. Department of Education, the U.S. Census Bureau, and state level data on enrollment and financial aid maintained by the Office. Each indicator included in this report identifies the data source and relies on the most recently available data. The Office organizes and designs the tables and graphs presented in this report to enrich readers' understanding and interpretation of the included data. This year, a new indicator--participation in developmental education coursework--adds to the comprehensive picture of Minnesota's postsecondary performance. [For the previous report, "Minnesota Measures: 2014 Report on Higher Education Performance," see ED562007.]

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2006-2012 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. "Getting Prepared 2014," includes new data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2005 to 2012 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled the ability to provide additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. "Getting Prepared 2014" provides policymakers a more accurate measure of college readiness.

This report provides a resource of accurate, timely and comprehensive facts about higher education in Minnesota. It includes comparisons over time as well as national and peer institution comparisons to add context for the interpretation of the data. It is expected to be used by a number of stakeholder groups such as legislators, educators and researchers. The document is organized into three sections: (1) Preparing for and Entering College; (2) During College; and (3) Outcomes of College. A variety of data sources are utilized to cross check on the veracity of the data. The sources include data from national databases at the U.S. Department of Education and the U.S. Census Bureau as well as enrollment and financial aid databases at the Office of Higher Education. Except for the data submitted directly to the Office of Higher Education from postsecondary institutions, all raw data are collected online from third party websites. The sources are identified with each data presentation. Data used are the most recently available at the time of production. The Office of Higher Education organizes and designs templates of tables and graphs to enhance the understanding and interpretation of the findings. Producing a useful and high quality public resource is part of the mission of the Office of Higher Education. "Minnesota Measures" is in its sixth production and has seen improvements in the design, display and relevance of the data presented. This year there are five new indicators: (1) high school to college transitions; (2) trends in full-time enrollment; (3) enrollment of international students; (4) tuition reciprocity and employment; and (5) earnings by level of educational attainment. The following are appended: (1) Definitions and Terms Used in the Report; (2) Data Sources Used in the Report; (3) Enrollment at Minnesota Postsecondary Institutions--Fall 2012; (4) Minnesota Postsecondary Institutions: Greater Minnesota; and (5) Minnesota Postsecondary Institutions: Twin Cities Metro Area.

Minnesota is home to some of the finest postsecondary institutions in the country. From campuses large to small, urban to rural, close to home or far away, the state's public and private colleges and universities offer a broad spectrum of surprising educational opportunities and experiences. This guide can help students explore Minnesota College options. It includes public and private colleges and universities located in Minnesota offering two-year associate and four-year bachelor's degrees. In addition to the profiles for each college, there are program grids in the back to facilitate learning about programs of interest.

With over 4,400 colleges and universities offering a variety of degrees and programs, and more than 2,000 non-degree granting institutions, the postsecondary education landscape within the United States can be a complex web to navigate for high school students (U.S. Department of Education, 2012). The transition from high school to postsecondary school can be particularly challenging for students who grew up in another country or for those born to parents who had limited experience within the United States educational system. There exists programs sponsored by the state and federal governments, nonprofit agencies, and higher education institutions that aim to help immigrant students prepare for college and succeed once enrolled; this report provides an overview of the work of ten college access programs for immigrant students in Minnesota in order to facilitate cross-organizational learning about the delivery of such college access programs for immigrant students. The report focuses on challenging issues experienced by the program providers as well as innovative strategies that the organizations have devised to facilitate the transition from high school to postsecondary school for immigrant students.

This report provides information on the outcomes of the Intervention for College Attendance Program, a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. The governing state statute indicates the program is to: "award grants to foster postsecondary attendance and retention by providing outreach services to historically underserved students in grades six through 12 and historically underrepresented college students. Grants must be awarded to programs that provide precollege services, including, but not limited to: (1) academic counseling; (2) mentoring; (3) fostering and improving parental involvement in planning for and facilitating a college education; (4) services for students with English as a second language; (5) academic enrichment activities; (6) tutoring; (7) career awareness and exploration; (8) orientation to college life; (9) assistance with high school course selection and information about college admission requirements; and (10) financial aid counseling." (Minnesota Statutes 136A.861). The statute indicates that by January 15 of each odd-numbered year, the Minnesota Office of Higher Education shall submit a report to the committees in the Legislature with jurisdiction over higher education finance regarding the grant recipients and their activities. This report provides the requested information on ICAP activity from the 2008-09 biennium and for the first year of ICAP activity for the 2009-10 biennium. Appendices include: (1) ICAP Project Map 2010-2011 Biennium; (2) Report Requirements; (3) ICAP Matching Revenue Sources for Fiscal Years 2009 and 2010; (4) Student Participation in the College Access Program; (5) Project Impact on High School Graduation and College Participation; and (6) College Readiness and Retention Indicators and ICAP Project Activities and Outcomes.