Smart Investments in Minnesota’s Students Presented by Angie Eilers, Ph D Research and Policy Director.

Smart Investments in Minnesota’s Students

Presented by Angie Eilers, Ph DResearch and Policy Director

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What is Growth & Justice?

A progressive voice on state economic issues.

A non-partisan advocate for fair taxation and "smart" public investment that advances prosperity for all Minnesotans.

We believe a sustainable economy provides the foundation for a just society.

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Our process for change

Start with the facts

Reframe the issue

Engage the public and specialistsEngage the public and specialists

Propose strategic frameworks and policies

Initiate statewide discussions

Work toward change

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Growth & Justice Agenda for Real Prosperity

Smart Investments in

Minnesota’s People & Places

Infrastructure & economic

development

Comprehensive education

Healthy communities

Government accountability

Fair ShareTaxation

Why Invest Now?

We’re losing our economic edge — and the trends are heading the

wrong direction

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We weren’t always above average

85%

90%

95%

100%

105%

110%

1930 1940 1950 1960 1970 1980 1990 2000 2007p

Per Capita Income

Per Capita DisposableIncome

Minnesota’s income growth followed investment

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Investment impact

When we invested more, our economy did better

Minnesota’s compound annual growth rate vs. US average

5.24%

4.40%3.69% 3.66%

1991-1998 1998-2005

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But we’re no longer above average

• State real per capita GDP growth• Academic R&D spending• Employment rate• Employment growth• Personal income growth

Where would get the money?

A penny on the dollar roughly equals $1 billion per year

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Current tax situation

Household Income

$100,000 $460,000 +$65,000

10%

Effective tax rate (% of income)

5%

12.3% 12.4%

9.3%

3-point gap

between top &

middle earners

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Real Prosperity Proposal

Household Income

$100,000 $460,000 +$65,000

10%

Impact of a penny on the dollar increase

5%

more or less

more or less

Most households

would pay half a penny or less

or less

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Prosperity grows from education

Economists, educators and business leaders agree:

A well-educated population has been one of Minnesota’s chief economic

advantages.

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Strategic education goal for Minnesota

Challenge: If Minnesota had $1billion to invest in education, how and where would we in order to:

Increasing by 50% the rate of students who finish post-secondary education by 2020, including increasing the attainment rate of students of color and Native Americans accordingly.

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Minnesota’s education challenge

2006 2020

BS or MoreAA DegreesOtherSlice 4

BS or moreAA degreesOther

By 2020, a smaller proportion of Minnesotans will have a post-secondary education

BS or more

AA degree

HS or less

25 memberSteering

Committee

13 memberAcademicAdvisors

60 educators

5 to 7 Commissioned

Scholars/economists

9 month Literature

review

Evidence-based and consensus-driven process

Consensus on evidence

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Statewide Steering Committee

Nicola Alexander, Professor, College of Education, University of Minnesota

Linda Baer, Sr. Vice Chancellor for Academic and Student Affairs, MNSCU

Darlyne Bailey, Dean, College of Education, University of Minnesota

Meria Carstarphen, Superintendent, St. Paul Public Schools

Mary Cecconi, Executive Director, Parents United for Public Schools

Maureen Cisneros, Student/Regent, University of Minnesota

Jennifer Godinez, Director, Minnesota College Access Network

Lynn Haglin, Vice President/KIDS PLUS Director, Northland Foundation

Jerry Halverson, Sr. Faculty, Capella University

Vernae Hasbargen, Sr. Legislative Analyst, MN Rural Education Association

Robert Johnson, Professor, State Cloud State University

Steve Kelley, Senior Fellow, Humphrey Institute

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Statewide Steering Committee

Laura LaCroix-Dalluhn, Executive Director, Youth Community Connections

Rene Lara, Legislative Action Specialist, Education Minnesota

Jim Meffert-Nelson, Chair, Children’s Platform Coalition

Todd Otis, President, Ready 4 K

Eugene Piccolo, Executive Director, MN Association of Charter Schools

Peter Sadowski, Antares Pharma, Inc.

Don Schuld, Assistant Superintendent, Stillwater Area Schools

Jim Southwick, Medtronic

Lee Ann Stephens, Teacher, Education Minnesota teacher of the years

Judy Temple, Professor, Humphrey Institute, University of Minnesota

Neal Thao, Faculty of Social Work, Metro State University

Greg Vandal, Superintendent, Sauk Rapids-Rice School District

Pam Willard, Director, Golden Heart Child Care Center

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Evidence of effectiveness

Best bang for the buck

Benefit/costBenefit/cost

Intervention selection process

Body of Research

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Projected Change in Working Age Population (Age 25-64) by Race/Ethnicity, 2000-2030

Source: Minnesota State Demographic Center

157,072

127,926

165,803

113,354

60,850

19,513

0

50,000

100,000

150,000

200,000

White African-American

Hispanic/Latino Asian/PacificIslander

NativeAmerican/AK

Native

Two or MoreRaces

7% 152% 270% 169%75%

341%

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Making the CasePercent increase needed by subpopulations

to reach 50% attainment

48%

33%

153%

45%

243%

220%

30%15%

150%

67%

275%

233%

0%

50%

100%

150%

200%

250%

300%

MN White Black AsianAmerican/ Pacific

Islander

Hispanic AmericanIndian/ Alaskan

Native

6 year rate (BA)

3 year rate (AA)

How to best invest?

Invest in the whole student

from birth to college

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Smart Investments in MN Students:Where Should We Invest Our Next Dollar?

Pre-K

All 3rd graders read at or above grade level

13-163rd

K

Every child enters school ready to learn

All students pass Algebra I by the end of 8th grade

Students who enter post-secondary school finish

with a degree

All high schoolers graduate prepared for post-secondary school through rigorous courses

(Algebra II, Chemistry/ Physics)

8th

Finish

Prep

Goal: Increase by 50% the number of students who finish post-secondary education

Start Post-Sec

Students who are qualified to enroll in post-secondary

schools begin within 3 years of H.S. graduation

-Where are we currently in Minnesota on each of these outcomes?-What are effective interventions that achieve these outcomes, and at what cost?-Which investments get the greatest return for the dollar?

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What works?

Research addressed what works from cradle to college

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Percent of Students “Not on Track”

Not on Track by Proficiency Level(Education Assessments & Attainments by Race/ Ethnicity, Income & Geography)

95%

59%

86%

56%59%

21%19%

73%

81%

58%

67%

60%57%

51%

64%62%

52%

67%

57%

88%

81%

21% 20%

88%

84%86% 87%

68%

83%

41%

92%

84%

78%81%

82%81%

84%

50%

91%

85%

72%

87%

81%

62%

87%

43%

80% 78%

65%

46%

66%

57%

81%

17%

71%73%

17%

30%

52%

42%

9%7%

59%

70%

8%

40%42%

58%

78%78%

49%

63%

48%

65%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading - NotReady for K

(Non-White/ White &

Income)

Math - Not Readyfor K (Non-

White/ White &Income)

Total Studentsbelow proficientfor K (Reading)

Total Studentsbelow proficientfor K (Math)

Reading belowproficient - 4th

NAEP

Math belowproficient - 4th

NAEP

Reading belowproficient - 8th

NAEP

Math belowproficient - 8th

NAEP

Not enrolled inHS Advanced

Math*

Below proficient -MCA-II Reading

Exam**

Not in DualEnrollment (Non-White/ White)***

Do not meet all 4Benchmarks - 12th

ACT

Do not graduatefrom HS

Do not finish AAwithin 3 years

Do not finish BAwithin 6 years

Black

Hispanic

American Indian/ Alaskan Native

Asian American/ Pacific Islander

White

Income $35,000 or less

Eligible F/ R Lunch

City

Suburb

Town

Rural

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K-3K-3

Pre-KPre-K

4-124-12

Graduate/transition

Graduate/transition

Post-secondaryEnrollment

& Completion

Post-secondaryEnrollment

& Completion

Recommended investments

Ability to earn an income that supports basic

needs

Ability to earn an income that supports basic

needs

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K-3K-3

Ready for K:Birth to 5 care

correlatesw/ learning readiness

Ready for K:Birth to 5 care

correlatesw/ learning readiness

4-124-12

Graduate/transition

Graduate/transition

Post-secondaryEnrollment & Completion

Post-secondaryEnrollment & Completion

Birth to 3- home visits/mentors Birth to 4 - quality childcare 4 yr old - quality preschool

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K-3:Readiness correlates

with proficiency inbasic skills

K-3:Readiness correlates

with proficiency inbasic skills

Pre-KPre-K

4-124-12

Graduate/transition

Graduate/transition

K-3 Comprehensive program:•Class size reduction •Intensive instruction •Family supports/social skills

K-3 Comprehensive program:•Class size reduction •Intensive instruction •Family supports/social skills

Post-secondaryEnrollment

& Completion

Post-secondaryEnrollment

& Completion

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K-3K-3

Pre-KPre-K

4-12: Proficiency at grade-level

correlates w/ HS success

4-12: Proficiency at grade-level

correlates w/ HS success

Graduate/transition

Graduate/transition

4th – 12th comprehensive program:• Rigorous coursework•Small Learning Communities, advocacy, curriculum alignment •Dropout/pregnancy prevention, counseling, social supports

4th – 12th comprehensive program:• Rigorous coursework•Small Learning Communities, advocacy, curriculum alignment •Dropout/pregnancy prevention, counseling, social supports

Post-secondaryEnrollment

& Completion

Post-secondaryEnrollment

& Completion

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K-3K-3

Pre-KPre-K

4-124-12

Graduate From HS/

Transition to Higher ed

Graduate From HS/

Transition to Higher ed

•Financial assistance•Access/counseling

•Financial assistance•Access/counseling

Post-secondaryEnrollment

& Completion

Post-secondaryEnrollment

& Completion

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Increase by 50% the number of students who finish a post-secondary

degree by 2020

Increase by 50% the number of students who finish a post-secondary

degree by 2020

K-3K-3

Pre-KPre-K

4-124-12

GraduateGraduate

Early careEarly care

Quality curriculum & instruction

Quality curriculum & instruction

Grade-level proficiency Grade-level proficiency

Academic, financial & social support

Academic, financial & social support

Post-SecondaryEnrollment

& Completion

Post-SecondaryEnrollment

& Completion

Where to invest?

Invest in what delivers best results for the money — for the student

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Sample intervention: Early care

Nurse Home Visiting

Registered nurses visit homes of at-risk, first-time mothers of children prenatal to age 2. Effects include:

• improved prenatal health

• fewer subsequent pregnancies

• increased intervals between births

• fewer childhood injuries

• improved school readiness

•increased maternal employment

$35 million for 60,000 families at 185% of

poverty

Benefit/Cost:

$6 : $1

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Sample intervention: Pre-K–3

Chicago Child-Parent Centers

Reading & math instruction, field trips. Parents volunteer in classroom, get social services, job & parenting skills

training. Effects include:

• lower rates of depression

• less violent crime & incarceration

• less public assistance

• more likely to attend 4 year college

• more likely employed full-time

$285 million for 36,000 Pre-K to 3rd graders below proficiency

Benefit/Cost:

$10 : $1

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Sample intervention: Grades 5-8

Achievement for Latinos Through Academic Success

Counselors assigned to Latino students and their families monitor attendance, behavior and achievement; train in problem-solving; offer feedback, remediation and

advocacy. Effects include:

• 5% higher graduation rate

$4000 per student for Latinos below

proficiency levels

Benefit/Cost:

$2.90 : $1

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Sample intervention: 9 -12

Talent Development High School

Small leaning community plus comprehensive programs with rigorous coursework, teacher professional development, mentoring relationships & parent and community strategies. Effects include:

• improved progression from 9th to 10th grade (+8 pts)

• increased graduation rates (+16 pts)

$56 million for 160,000 9-12 graders below

proficient in both math & reading

Benefit/Cost:

$6.56 : $1

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Sample intervention: Post-HS

Admission Possible

Identifies promising low-income students and helps with ACT test preparation, college search, application and financial aid processes, plus other guidance and support. Effects include:

• 18% average ACT improvement

• 99% college acceptance rate

• 80% graduate or are still in school

$3000 per student — two-year program for

juniors & seniors

Benefit/Cost:

$5 : $1

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How investments follow the student

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What we can do now

Uphold a child-focused, life-cycle view that cuts across traditional system boundaries

Use data on outcomes to choose interventions for specific populations

Talk about what works in terms of education outcomes and economic benefits

Advocate for funding innovation, not just restoring cuts to current system

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Contact us: [email protected]

Angie Eilers, Research & Policy

[email protected]