Getting prepared: A 2010 report

on recent high school

graduates who took

developmental/remedial

courses

Minnesota State Colleges & Universities

University of Minnesota

State-Level Summary andHigh School Summary

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Getting Prepared: A 2010 Report on Recent High School Graduates Who Took Developmental/Remedial Courses State-Level Summary and High School Summary January 2011 Minnesota State Colleges and Universities Office of the Chancellor Wells Fargo Place 30 7th St. E., Suite 350 St. Paul, MN 55101-7804 Phone (651)201-1800 www.mnscu.edu University of Minnesota Institutional Research and Reporting 272 McNamara Alumni Center Minneapolis, MN 55455 Phone (612)624-4851 www.umn.edu Minnesota State Colleges and Universities and the University of Minnesota are Equal Opportunity employers and educators. Upon request, this publication is available in alternate formats by calling one of the following: General number: (651) 201-1800 Toll-free: 1-888-MNSCU-4-U (1-888-667-2848) TTY: (651) 282-2660

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Executive Summary Postsecondary enrollment in developmental education is one measure of Minnesota’s performance in preparing K-12 students for college. To promote school improvement, 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 developmental (or remedial) courses in the two public systems. This report summary is sent to the Minnesota Department of Education and to the superintendents of all Minnesota school districts. Each superintendent also receives additional summary data on graduates from the district who took developmental courses to help schools examine their programs and their graduates’ preparation for college. Data in the report follow students from the high school classes of 2005, 2006, 2007 and 2008 for two years after high school graduation. One year of developmental course-taking data is available for graduates of the class of 2009. Developmental Courses Taken by 2008 Minnesota Public High School Graduates Within two years of high school graduation, 53 percent of the class of 2008 enrolled in a Minnesota public higher education institution. Of these public higher education students, 40 percent took one or more developmental courses during that period.

Minnesota Public High School Class of 2008 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 and took at least one course 40%

Of graduates enrolled at the University of Minnesota (any campus) 2% Of graduates enrolled at a two-year community or technical college 54% Of graduates enrolled at a four-year state university 22%

Percent of graduates who attended public higher education who took:

One developmental course 18% Two developmental courses 10% Three or more developmental courses 12% At least one course in developmental mathematics 32% At least one course in developmental writing 17% At least one course in developmental reading 15%

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, 12 percent of the class attending public higher education took three or more courses.

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Mathematics is the most common developmental course taken, followed by writing and then reading. Thirty-two percent of the 2008 graduates enrolled in developmental mathematics either alone or in combination with other skill areas. Nearly half of all students in developmental education (45 percent) enrolled only in mathematics courses. In contrast, almost all students who enrolled in developmental reading or writing were required to take developmental education in multiple skill areas. Developmental enrollments are concentrated in Minnesota State Colleges and Universities, particularly at the two-year colleges. Of the 12,997 graduates who enrolled in developmental courses, 99 percent attended an institution within Minnesota State Colleges and Universities; 87 percent attended a two-year community or technical college. With their mission to admit all high school graduates, two-year public colleges enrolled 54 percent of their students from the class of 2008 in developmental courses.

Recent Trends The percentage of recent graduates who enroll in developmental courses continues to increase. Comparable data on developmental course-taking among recent high school graduates is available 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

127

1,725

11,309

-

2,000

4,000

6,000

8,000

10,000

12,000

University of Minnesota Four-Year State Universities Two-Year Colleges

Type of Institution Attended

Public Institutions Attended by 2008 High School Graduates Who Enrolled in Developmental Courses Within Two Years of Graduation

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percent. Since then, the remedial course-taking rate increased to 40 percent for the class of 2008. 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. From 2001 to 2004, the percentage of new high school graduates enrolling in Minnesota public higher education institutions within two years was relatively steady at 49 or 50 percent. Since then, the two-year participation rate in public higher education grew to 54 percent of the class of 2008.

Percentages of recent high school graduates attending two-year colleges who enrolled in developmental courses increased to an all-time high with the class of 2008, but this growth was partially offset by declines in the percent of students attending four-year universities who took developmental courses. The percentage of new graduates at the University of Minnesota taking developmental courses 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 two-year colleges in the Minnesota State Colleges and Universities system, adding to growth in developmental enrollments on those campuses.

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At the 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. Another possible reason for the increase is the poor economy and high unemployment rates which may have led high school graduates to attend college who in more prosperous times would have directly entered the workforce. Implications for High Schools and Postsecondary Education For high schools:

Mathematics continues to draw the majority of students in developmental education. Improving mathematics achievement among K-12 students can have the biggest payoff to help students avoid the need to take developmental courses.

High school faculty and staff can learn more about their graduates’ achievement levels by reviewing summary data which is distributed to district superintendents in a separate report. These tables report on the graduates of each high school, including which institutions they attended and the types of developmental courses they took.

Admission 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, although community and technical colleges admit all high school graduates, students who are not prepared for college-level 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 would benefit the most from expanded partnerships with high schools to improve preparation of all students for college.

Overview of Developmental Programs in Minnesota Public Higher Education All Minnesota public higher education institutions offer developmental courses that are taken by recent high school graduates. These courses count toward attendance levels required for financial aid and athletics eligibility, but the credits cannot be applied toward 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. Minnesota’s provision of developmental education is typical in the United States.

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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 liberal arts courses.

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GETTING PREPARED: A 2010 Report on Recent High School Graduates Who Took Developmental/Remedial Courses

State-Level Summary and High School Summary

Contents Executive Summary iii Contents ix Getting Prepared for College 1 About this report 1 Development Education in Minnesota Public Higher Education 2 What is remedial or developmental education? 2 Why is developmental education necessary? 2 Which institutions provide developmental education? 3 How does an institution’s mission affect its developmental education programs? 3 How do institutions identify students who need developmental education? 4 State-Level Summary Information on Recent High School Graduates in 5 Public Higher Education How many recent high school graduates enroll in public higher education? 5 How many recent high school graduates take developmental courses? 5 What are the trends in the need for developmental education by recent high school graduates ? 6 How do Minnesota developmental education enrollments compare with 8 other states? What developmental courses are recent high school graduates taking? 8 Can students who need developmental education succeed in college? 9 Tables 12 Table 1: Enrollment and Extent of Developmental Courses/Credits 15 Table 2: Content of Developmental Courses 16 Table 3: Academic Performance in Postsecondary Education: Cumulative Grade Point Average Distribution 17 Table 4: ACT Composite Scores 20 Table 5: Summary Report by High School 21

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Getting Prepared for College When Minnesota’s high school graduates plan their futures, they recognize that they will most likely require some form of postsecondary education to meet their personal and career goals.1 The University of Minnesota and Minnesota State Colleges and Universities are strengthening ties to high schools so that public higher education institutions can welcome students who are prepared for success in college. Although high schools are working hard to get every student ready for college, a significant and growing portion of high school graduates are placed into remedial or developmental courses when they enroll in higher education. Students who thought that high school would prepare them are often surprised when they need to take courses that will not count toward their degrees. Sometimes these students did not complete a college preparatory curriculum or perform well in high school. In other instances, there may be a mismatch between the high school’s understanding of college expectations and the placement practices in higher education. Getting Prepared is a report on recent graduates from Minnesota public high schools who took developmental courses in mathematics, writing, reading and other skill areas from public higher education institutions. The University of Minnesota and Minnesota State Colleges and Universities look forward to continued work on improving preparation for college with partners throughout the state. 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. 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 directed to evaluate the data and report its findings to the education committees of the Legislature. (Minnesota Statutes 13.32, subdivisions 3 and 6). Earlier reports were issued in 1997, 2001, 2002, 2005, and 2008.

1 An estimated 70 percent of 2008 Minnesota high school graduates enrolled in a Minnesota or out-of-state postsecondary institution in the fall term following graduation (Minnesota Office of Higher Education). Seventy-six percent of the 25 to 34 year old high school graduates residing in Minnesota have attended college at some point in their lives (U.S. Census Bureau, American Community Survey 2006-2008 three-year estimates).

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In separate reports, each school superintendent receives additional summary data about graduates from the district who took developmental courses. This supplemental information can be used by school staff to improve students’ preparation for college.2 Development Education in Minnesota Public Higher Education What is remedial or developmental education? Developmental or remedial education3 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 student’s 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 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.

2 In previous years, school districts received individual data on their graduates. Recent revisions and clarifications to the federal Family Educational Rights and Privacy Act (FERPA), however, prohibit this type of distribution of individually identifiable data to former schools without the student’s permission. 3 In this report, both “remedial” education and “developmental” education are terms used to refer to programs offered by postsecondary institutions to prepare students for success in college-level work. “Remedial education,” the term used in Minnesota Statutes 13.32, can imply courses which repeat material taught earlier that the student did not learn adequately the first time. For many educators, “developmental education” is a broader term that encompasses pre-college-level education and other academic support services that the student may benefit from for any reason.

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Which institutions provide developmental education? All Minnesota public postsecondary institutions offered at least one developmental mathematics, reading or writing course to students in the high school classes 2005–2009. In 2000, the most current national information available, 92 percent of the public freshman-admitting institutions in the nation offered at least one developmental course. Developmental/Remedial Course Offerings Minnesota and U. S. Public Postsecondary Degree-Granting Institutions

Institution Type

Numberof

Institutions

Number of Minnesota and Percent of U. S. Public Institutions that Offered Developmental Courses to Recent High School Graduates in:

Math, writing

or reading Math Writing Reading ESL

Study Skills/Other

All Minnesota Public Institutions (2005—2009) 41 41 41 32 31 13 17

University of Minnesota 4 4 4 0 0 0 1

Two-Year Colleges 30 30 30 30 28 10 14

Four-Year State Universities 7 7 7 2 3 3 2 U. S. Public, Degree-Granting Institutions that Enroll Freshmen (2000) 1,660 92 % 90 % 86 % 80 % N/A N/A

Public Two-Year 1,080 98 % 97 % 96 % 96 % N/A N/A Public Four-Year 580 80 % 78 % 67 % 49 % N/A N/A

Sources: University of Minnesota and Minnesota State Colleges and Universities; U.S. Institutions that enrolled freshmen: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, Statistical Analysis Report, NCES 2004-010 (November 2003).

How does an institution’s mission affect its developmental education programs? Two-year public colleges offer the most extensive array of developmental courses and academic support services. These institutions have the mission of providing open admission to students who might need improvement in reading, writing and mathematics in addition to other purposes. 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, entering students are better prepared for college-level work than entering students at institutions with “open admissions” policies. All Minnesota public universities offer

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developmental courses in mathematics; some state universities in the Minnesota State Colleges and Universities system also offer developmental courses in writing, reading and English as a Second Language. How do institutions identify students who need developmental education? Minnesota public postsecondary institutions use tests, often combined with other measures, to determine student need for developmental education. Changes in placement practices—both placement test cut-off scores and registration policies—will 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.

All Minnesota State College and Universities assess students for course placement with the ACCUPLACER, a computerized instrument from The College Board. Prior to 2006, 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.

Since fall semester 2008, consistent systemwide minimum course placement scores have been used to determine which students need developmental education. Students who score below the minimums must be placed in appropriate developmental courses.

Implementation of system minimum course placement scores affected the number of students who take developmental courses as some colleges and universities adjusted their cutoff scores slightly upward or downward.

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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 2008, the latest high school class for which postsecondary 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 2005, 2006, 2007 and 2008 and one year of data on the class of 2009. 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, 53 percent of the class of 2008 enrolled in a Minnesota public higher education institution, the highest participation rate since the Getting Prepared series began. Most of these students entered one of the institutions within Minnesota State Colleges and Universities. Two-year community and technical colleges enrolled 35 percent of the high school class of 2008, or nearly two-thirds of all students who enrolled in public higher education institutions. How many recent high school graduates take developmental courses? All together, 40 percent of the class of 2008 who enrolled in a Minnesota public higher education institution within two years took one or more developmental courses. Nearly half of all developmental course-takers, 18 percent of the entire class, took a single developmental course, most likely in mathematics. Twenty-one percent, however, took two or more courses. Six percent took four courses or more. Students who enroll in Minnesota State Colleges and Universities, especially the two-year colleges, are much more likely to take developmental courses than University of Minnesota students:

54 percent of the community and technical college students from the class of 2008 took a developmental course; 22 percent of the students state university students did so.

At the University of Minnesota, 2 percent of the class members were in developmental courses during the first two years following graduation.

Of the 12,997 graduates who enrolled in developmental courses, 99 percent attended an institution within Minnesota State Colleges and Universities; 87 percent attended a two-year community or technical college. As the University of Minnesota Twin Cities requires

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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.

2008 Minnesota Public High School Graduates Who Enrolled in Minnesota Public Higher Education Within Two Years and Who Took Developmental Courses

Minnesota Public Higher Education Institutions

% of 2008 Graduates Enrolled in

These Institutions

% of Graduates Enrolled in These Institutions Who Took:

% of Developmental Credits Taken By Subject Area:

One or More (Any)

Developmental Courses

Two or More Developmental

Courses Math Writing

Reading and

Other Subject

Areas All 53% 40% 21% 50% 23% 27% University of Minnesota 9% 2% <1% 99% 0% 1% Minnesota State Colleges and Universities* 45% 48% 26% 50% 23% 27%

Two-Year Colleges 35% 54% 32% 47% 24% 29%State Universities 13% 22% 4% 90% 3% 7%

* Students who attended both a two-year college and a four-year state university are 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

What are the trends in the need for developmental education by recent high school graduates? 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 1999.4 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 institutions in the Minnesota State Colleges and Universities system. Since the class of 2004, 4 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.

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rates of enrollment in developmental courses at the University of Minnesota and the state universities have fallen. Percentages of two-year college students enrolling in developmental courses, however, have continued to grow, reaching their highest point to date with the classes of 2007 and 2008.

Percent of 1999-2008 Minnesota Public High School Graduates Who Took at Least One Developmental Course at a Minnesota Public Institution Within Two Years of High School Graduation

High School Class

Minnesota Public Higher Education Institutions 1999 2000 2001 2002 2003 2004 2005* 2006 2007 2008

2009(One year only)

All 33% 34% 36% 36% 36% 37% 39% 39% 40% 40% 38% University of Minnesota 15% 15% 11% 8% 8% 8% 7% 4% 3% 2% 2% Minnesota State Colleges and Universities 37% 39% 41% 42% 42% 44% 46% 47% 48% 48% 47%

Two-Year Colleges 43% 44% 45% 46% 45% 47% 49% 51% 53% 54% 57%State Universities 21% 23% 27% 29% 29% 29% 27% 26% 26% 22% 19%

* Class of 2005 data has been corrected from data previously reported in Getting Prepared, March 2008. 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. Two-year enrollment rates in public higher education increased from 45 percent for the class of 2000 to 53 percent for the class of 2008. Increases in postsecondary participation rates often reflect growth in the participation of graduates who did not anticipate and prepare for college throughout high school. 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 requiring more consistent identification and required placement of entering students to help them succeed in college. These improvements are ongoing and continue to affect the numbers of high school graduates who are placed in developmental education.

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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 postsecondary 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 2008, 50 percent were in mathematics. Writing courses account for 23 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. Virtually all credits taken at University of Minnesota campuses were in developmental mathematics.

5 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).

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Mathematics credits account for the majority of developmental credits taken in both two- year colleges and four-year universities within Minnesota State Colleges and Universities. However, developmental writing credits made up 3 percent of the state university developmental credits and 24 percent of two-year college credits. Developmental reading enrollments are concentrated in the two-year colleges, where they accounted for 23 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-two percent of the class of 2008 who enrolled in Minnesota public higher education took a developmental course in mathematics. Eighteen percent of the class enrolled in developmental mathematics but did not need developmental education in other skill areas; they represented nearly half of all students in developmental education.

Content of Developmental Courses Taken in Minnesota Public Higher Education Institutions by 2008 Minnesota Public High School Graduates Within Two Years of Graduation

Developmental Courses Taken within Two Years

2008 Graduates Who Enrolled in Public Higher Education Institutions

Students Percent

No developmental courses 19,359 60% Any developmental courses 12,997 40% Any mathematics 10,498 32% Any writing 5,345 17% Any reading 4,916 15%

Mathematics only 5,912 18% Writing only 635 2% Reading only 574 2%

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 in developmental courses at all levels when they begin postsecondary 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.

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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. Seventeen percent of the class of 2008 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 2008 Minnesota Public High School Graduates Enrolled in Minnesota Public Higher Education Within Two Years

Minnesota Public Higher Education Institutions

Mean ACT Composite Scores

Percent of Students with

College GPA < 2.08

Class of 2008 Total

Students Who Took

Developmental Courses

Students Who Did Not Take

Developmental Courses

Students Who Took

Developmental Courses

All Insufficient data Insufficient data 9% 17%

University of Minnesota 24.9 19.3 6% 20%

Minnesota State Colleges and Universities (any) Insufficient data Insufficient data 10% 17%

Two-Year Colleges Insufficient data Insufficient data 10% 17%

State Universities 21.7 19.2 11% 14%

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

8 Includes students who earned at least 16 credits in higher education courses within two years of high school graduation.

Developmental Courses in Mathematics Taken in Minnesota State Colleges and Universities by 2008 Minnesota Public High School Graduates Within Two Years of Graduation

Level of Developmental Mathematics

Percent of Courses Taken in Developmental Mathematics

Arithmetic/Basic Mathematics

26%

Elementary Algebra 35%

Intermediate Algebra 32%

Other Developmental Mathematics Courses 7%

Sources: Minnesota State Colleges and Universities, Research and Planning

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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 2008 who took developmental courses, 83 percent earned a grade point average of 2.0 or better, and 32 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 2005, 2006, 2007, 2008 and 2009 graduates from Minnesota public high schools who enrolled at Minnesota public colleges or universities.

• For the classes of 2005, 2006, 2007 and 2008, the information in Tables 1 – 5

includes the experience of students through two years following high school graduation. Data on the classes of 2005 and 2006 differ from earlier reporting.9

• For the class of 2009, preliminary information is reported for only one year following high school graduation.

Table 1: Enrollment and Extent of Developmental Courses or Credits

Table 1 reports the numbers of 2005, 2006, 2007, 2008 and 2009 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 2005, 2006, 2007, 2008 and 2009 Minnesota public high school graduates in mathematics, reading, writing, English as a Second Language and study skills courses.

Table 3: Academic Performance in Postsecondary Education: Cumulative Grade Point Average Distribution (Students with 16 or More Earned Credits)

Table 3 reports the distributions of cumulative postsecondary grade point averages for all 2005, 2006, 2007, 2008 and 2009 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 postsecondary education are included.

Table 4: ACT Composite Scores

Table 4 reports the mean ACT Assessment composite score for all 2005, 2006, 2007 2008, and 2009 Minnesota public high school graduates who enrolled in public four-

9 Data on the class of 2005 are corrected from previous Getting Prepared report (March, 2008). Preliminary information on the class of 2006 in that report included only one year of data and therefore differs from the two years of data included in this report. 4,755 students or 8 percent of the class of 2006, entered public higher education in the second year following graduation.

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year universities and for students who enrolled in developmental courses at these 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 2005 – 2009 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 2009). To comply with state and federal data privacy laws, high schools with five or fewer graduates taking developmental courses are reported as a group. High schools that did not have any 2005 – 2009 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 2005, 2006, 2007, 2008 and 2009. (Column C)

• Graduates Enrolled in Minnesota Public Higher Education – The combined number of graduates from the classes of 2005, 2006, 2007, 2008 and 2009 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 2009). (Column D)

• Graduates Enrolled in Minnesota Public Higher Education as a Percent of Total Graduates – 2005 - 2009 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 2005 – 2009

14

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 2009). (Column F)

• Graduates Who Took Developmental Courses as a Percent of Graduates in Minnesota Public Higher Education – The number of 2005 – 2009 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 2005 – 2009 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 postsecondary education. (Column H)

Yea

r of

H

igh

Sch

ool

Gra

duat

ion

Tot

al

Gra

duat

es

in C

lass

Num

ber

Stu

dent

sS

tude

nts

Cre

dits

% o

f H

igh

Sch

ool

Cla

ss

% o

f H

igh

Sch

ool

Cla

ss

% o

f G

rads

in P

ublic

H

ighe

r E

duca

tion

Dev

C

redi

ts

Tot

al G

radu

ates

Enr

olle

d In

Min

neso

ta P

ublic

Hig

her

Edu

catio

nG

radu

ates

Enr

olle

d in

D

evel

opm

enta

l Cou

rses

Min

neso

ta P

ublic

Hig

h S

cho

ol G

radu

ate

sN

umbe

r of

De

velo

pmen

tal C

ours

es/D

eve

lopm

enta

l Cre

dits

Tak

en

1 C

ours

eA

ll

Ta

ble

1E

nro

llm

ent

and

Ext

ent

of

Dev

elo

pm

enta

l Co

urs

es/C

red

its

Enr

olle

d in

Min

neso

ta P

ubl

ic H

ighe

r E

duca

tion

Inst

itutio

ns

Stu

dent

sC

redi

ts

2 C

ours

es

Stu

dent

sC

redi

ts

3 C

ours

es

Stu

dent

sC

redi

ts

4+ C

ours

es

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ate

s

En

rolle

d a

t A

ny

Pu

blic

Hig

her

Ed

uca

tio

n In

stit

uti

on

(M

inn

eso

ta S

tate

Co

lleg

es a

nd

Un

iver

sit

ies

or

Un

iver

sit

y o

f M

inn

eso

ta)

2005

58,4

88

29,7

06

11,5

426,

167

1,34

01,

154

20,9

57

19,4

34

13,7

39

19,1

41

2,88

15

1%20

%39

%73

,271

2006

59,0

94

30,8

97

12,1

426,

124

1,52

31,

374

20,8

42

21,3

56

15,7

65

23,3

72

3,12

15

2%21

%39

%81

,335

2007

59,7

78

31,8

12

12,8

316,

280

1,68

91,

638

21,5

21

22,1

18

17,4

35

27,8

62

3,22

45

3%21

%40

%88

,936

2008

60,7

32

32,3

56

12,9

975,

909

1,88

22,

027

20,4

84

22,0

42

19,4

63

35,1

26

3,17

95

3%21

%40

%97

,115

2009

59,5

01

27,3

91

10,3

084,

845

1,56

21,

315

16,8

54

17,9

96

16,1

51

21,0

48

2,58

64

6%17

%38

%72

,049

En

rolle

d a

t th

e U

niv

ersi

ty o

f M

inn

eso

ta (

any

cam

pu

s)

2005

58,4

88

5,18

537

03

062

01,

207

494

240

629%

1%7%

1,72

5

2006

59,0

94

5,49

323

72

091

082

121

412

027

9%0%

4%1,

047

2007

59,7

78

5,42

614

01

281

050

286

120

119%

0%3%

600

2008

60,7

32

5,32

412

71

250

045

216

00

29%

0%2%

468

2009

59,5

01

5,46

610

41

030

037

48

00

19%

0%2%

382

En

rolle

d a

t M

inn

eso

ta S

tate

Co

lleg

es a

nd

Un

iver

siti

es (

any

cam

pu

s)**

2005

58,4

88

24,5

21

11,1

725,

861

1,33

81,

154

19,7

50

18,9

40

13,7

15

19,1

41

2,81

94

2%19

%46

%71

,546

2006

59,0

94

25,4

04

11,9

055,

915

1,52

21,

374

20,0

21

21,1

42

15,7

53

23,3

72

3,09

44

3%20

%47

%80

,288

2007

59,7

78

26,3

86

12,6

916,

152

1,68

81,

638

21,0

19

22,0

32

17,4

23

27,8

62

3,21

34

4%21

%48

%88

,336

2008

60,7

32

27,0

32

12,8

705,

784

1,88

22,

027

20,0

32

22,0

26

19,4

63

35,1

26

3,17

74

5%21

%48

%96

,647

2009

59,5

01

21,9

25

10,2

044,

742

1,56

21,

315

16,4

80

17,9

88

16,1

51

21,0

48

2,58

53

7%17

%47

%71

,667

En

rolle

d a

t M

inn

eso

ta S

tate

Tw

o-Y

ear

Co

lleg

es

2005

58,4

88

18,9

61

9,34

64,

453

1,29

01,

140

15,4

53

17,2

38

13,3

93

18,9

44

2,46

33

2%16

%49

%65

,028

2006

59,0

94

19,7

45

10,1

474,

538

1,47

61,

353

15,9

06

19,6

96

15,4

34

23,0

99

2,78

03

3%17

%51

%74

,135

2007

59,7

78

20,3

05

10,8

354,

688

1,65

31,

610

16,5

29

20,5

06

17,2

00

27,4

51

2,88

43

4%18

%53

%81

,686

2008

60,7

32

21,0

93

11,3

094,

613

1,83

12,

014

16,4

08

20,4

95

19,0

57

34,8

89

2,85

13

5%19

%54

%90

,849

2009

59,5

01

15,7

87

9,01

03,

786

1,55

11,

310

13,4

86

17,0

70

16,0

78

20,9

85

2,36

32

7%15

%57

%67

,619

En

rolle

d a

t M

inn

eso

ta S

tate

Un

iver

siti

es

2005

58,4

88

7,16

81,

929

1,57

832

14,

901

1,39

821

36

318

12%

3%27

%6,

518

2006

59,0

94

7,26

61,

872

1,55

426

14,

729

1,28

213

66

291

12%

3%26

%6,

153

2007

59,7

78

7,65

81,

995

1,68

720

15,

268

1,26

311

36

287

13%

3%26

%6,

650

2008

60,7

32

7,73

61,

725

1,45

224

14,

556

1,09

813

86

248

13%

3%22

%5,

798

2009

59,5

01

6,53

61,

243

1,04

27

03,

278

739

310

194

11%

2%19

%4,

048

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

**S

tud

en

ts w

ho

to

ok

cou

rse

s a

t m

ore

than

one

Min

neso

ta S

tate

Col

lege

or

Uni

vers

ity a

re c

ount

ed o

nly

once

. T

here

fore

, th

is c

ount

is s

ligh

tly lo

wer

tha

n th

e su

m o

f S

tate

Tw

o-Y

ear

Col

lege

s pl

us M

inne

sota

Sta

te U

nive

rsiti

es.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of g

radu

atio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

15

Mat

hR

ead

ing

ES

LS

tud

y S

kills

/Oth

erY

ear

of

Hig

h

Sch

oo

l G

rad

uat

ion

To

tal

Nu

mb

er

Per

cen

t

Cre

dit

s

Wri

tin

g

Ta

ble

2D

evel

op

men

tal C

red

its

Tak

en b

y C

on

ten

t A

rea

Nu

mb

er

Per

cen

tN

um

ber

P

erce

nt

Nu

mb

er

Per

cen

tN

um

ber

P

erce

nt

Nu

mb

er

Per

cen

t

En

rolle

d in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n In

stitu

tions

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ate

s

En

rolle

d a

t A

ny

Pu

blic

Hig

her

Ed

uca

tio

n In

stit

uti

on

(M

inn

eso

ta S

tate

Co

lleg

es a

nd

Un

iver

siti

es o

r U

niv

ersi

ty o

f M

inn

eso

ta)

2005

42,5

2412

,470

2,99

957

173

,271

58%

17%

4%1%

100%

14,7

0720

%

2006

44,9

8314

,384

5,06

845

281

,335

55%

18%

6%1%

100%

16,4

4820

%

2007

47,4

9117

,481

3,87

348

988

,936

53%

20%

4%1%

100%

19,6

0222

%

2008

48,5

0720

,944

5,14

848

497

,115

50%

22%

5%0%

100%

22,0

3223

%

2009

32,8

4117

,435

3,87

127

372

,049

46%

24%

5%0%

100%

17,6

2924

%

En

rolle

d a

t th

e U

niv

ersi

ty o

f M

inn

eso

ta (

any

cam

pu

s)

2005

1,71

60

09

1,72

599

%0%

0%1%

100%

00%

2006

1,03

80

09

1,04

799

%0%

0%1%

100%

00%

2007

588

00

1260

098

%0%

0%2%

100%

00%

2008

462

00

646

899

%0%

0%1%

100%

00%

2009

382

00

038

210

0%0%

0%0%

100%

00%

En

rolle

d a

t M

inn

eso

ta S

tate

Co

lleg

es a

nd

Un

iver

siti

es

2005

40,8

0812

,470

2,99

956

271

,546

57%

17%

4%1%

100%

14,7

0721

%

2006

43,9

4514

,384

5,06

844

380

,288

55%

18%

6%1%

100%

16,4

4820

%

2007

46,9

0317

,481

3,87

347

788

,336

53%

20%

4%1%

100%

19,6

0222

%

2008

48,0

4520

,944

5,14

847

896

,647

50%

22%

5%0%

100%

22,0

3223

%

2009

32,4

5917

,435

3,87

127

371

,667

45%

24%

5%0%

100%

17,6

2925

%

En

rolle

d a

t M

inn

eso

ta S

tate

Tw

o-Y

ear

Co

lleg

es

2005

35,0

9612

,086

2,99

443

765

,028

54%

19%

5%1%

100%

14,4

1522

%

2006

38,4

5514

,068

5,06

630

874

,135

52%

19%

7%0%

100%

16,2

3822

%

2007

40,9

4917

,157

3,86

133

181

,686

50%

21%

5%0%

100%

19,3

8824

%

2008

42,8

3820

,690

5,12

034

690

,849

47%

23%

6%0%

100%

21,8

5524

%

2009

28,8

3417

,207

3,84

226

967

,619

43%

25%

6%0%

100%

17,4

6726

%

En

rolle

d a

t M

inn

eso

ta S

tate

Un

iver

siti

es

2005

5,71

238

45

125

6,51

888

%6%

0%2%

100%

292

4%

2006

5,49

031

62

135

6,15

389

%5%

0%2%

100%

210

3%

2007

5,95

432

412

146

6,65

090

%5%

0%2%

100%

214

3%

2008

5,20

725

428

132

5,79

890

%4%

0%2%

100%

177

3%

2009

3,62

522

829

44,

048

90%

6%1%

0%10

0%16

24%

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f Min

neso

ta O

ffic

e of

Ins

titut

iona

l Res

earc

h an

d R

epo

rtin

g*

Enr

ollm

ent

with

in t

wo

year

s of

gra

duat

ion

for

2005

-200

8 gr

adua

tes

and

with

in o

ne y

ear

of g

radu

atio

n fo

r 20

09 g

radu

ates

.

16

Ta

ble

3A

cad

emic

Per

form

ance

in

Hi g

her

Ed

uca

tio

n:

Cu

mu

lati

ve G

rad

e P

oin

t A

vera

ge

Dis

trib

uti

on

(Stu

dent

s W

ith 1

6 o

r M

ore

Ear

ned

Cre

dits

)E

nro

lled

in M

inne

sota

Pub

lic H

ighe

r E

duca

tion

Inst

itutio

ns

3.0

0 to

4.0

0B

elo

w 2

.00

Yea

r o

f H

igh

S

cho

ol

Gra

du

atio

nT

ota

l

Nu

mb

er

Per

cen

t

Gra

de

Po

int

Ave

rag

e

2.0

0 to

2.9

9

Nu

mb

er

Per

cen

tN

um

ber

P

erce

nt

Nu

mb

er

Per

cen

t

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ate

s

En

rolle

d a

t A

ny

Pu

blic

Hig

he

r E

du

cati

on

Inst

itu

tio

n (

Min

nes

ota

Sta

te C

olle

ges

an

d U

niv

ersi

ties

or

Un

iver

sity

of

Min

nes

ota

)

2005

All

Gra

duat

es E

nrol

led

16+

Cre

dits

9,45

89,

386

2,52

021

,364

100%

44%

44%

12%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,39

74,

078

1,29

57,

770

100%

31%

52%

17%

2006

All

Gra

duat

es E

nrol

led

16+

Cre

dits

9,90

39,

603

2,55

822

,064

100%

45%

44%

12%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,62

44,

119

1,27

68,

019

100%

33%

51%

16%

2007

All

Gra

duat

es E

nrol

led

16+

Cre

dits

10,1

169,

778

2,74

222

,636

100%

45%

43%

12%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,60

24,

298

1,50

78,

407

100%

31%

51%

18%

2008

All

Gra

duat

es E

nrol

led

16+

Cre

dits

10,4

2810

,035

2,69

723

,160

100%

45%

43%

12%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,75

84,

500

1,45

88,

716

100%

32%

52%

17%

2009

All

Gra

duat

es E

nrol

led

16+

Cre

dits

8,88

58,

046

2,08

419

,015

100%

47%

42%

11%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,06

82,

944

877

5,88

910

0%35

%50

%15

%

En

rolle

d a

t th

e U

niv

ersi

ty o

f M

inn

eso

ta (

any

cam

pu

s)

2005

All

Gra

duat

es E

nrol

led

16+

Cre

dits

2,47

41,

941

394

4,80

910

0%51

%40

%8%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

66

181

59

306

100%

22%

59%

19%

2006

All

Gra

duat

es E

nrol

led

16+

Cre

dits

2,70

92,

018

367

5,09

410

0%53

%40

%7%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

44

125

26

195

100%

23%

64%

13%

2007

All

Gra

duat

es E

nrol

led

16+

Cre

dits

2,89

31,

911

310

5,11

410

0%57

%37

%6%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

23

75

21

119

100%

19%

63%

18%

2008

All

Gra

duat

es E

nrol

led

16+

Cre

dits

2,86

61,

891

304

5,06

110

0%57

%37

%6%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

23

68

23

114

100%

20%

60%

20%

2009

All

Gra

duat

es E

nrol

led

16+

Cre

dits

3,04

11,

774

296

5,11

110

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duat

es E

nrol

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evel

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16

84

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Sou

rce:

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neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

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ity o

f Min

neso

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ffic

e of

Ins

titut

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d R

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g*

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ollm

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with

in t

wo

year

s of

gra

duat

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for

2005

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tes

and

with

in o

ne y

ear

of g

radu

atio

n fo

r 20

09 g

radu

ates

.

17

Ta

ble

3A

cad

emic

Per

form

ance

in

Hi g

her

Ed

uca

tio

n:

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mu

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rad

e P

oin

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ge

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trib

uti

on

(Stu

dent

s W

ith 1

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r M

ore

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ned

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dits

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nro

lled

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inne

sota

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lic H

ighe

r E

duca

tion

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itutio

ns

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0 to

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0B

elo

w 2

.00

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cho

ol

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du

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ota

l

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mb

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cen

t

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de

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rag

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2.9

9

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mb

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cen

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erce

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mb

er

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cen

t

2005

- 2

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nes

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lic H

igh

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ate

s

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rolle

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t M

inn

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lleg

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nd

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iver

siti

es

2005

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duat

es E

nrol

led

16+

Cre

dits

6,98

47,

445

2,12

616

,555

100%

42%

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13%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,33

13,

897

1,23

67,

464

100%

31%

52%

17%

2006

All

Gra

duat

es E

nrol

led

16+

Cre

dits

7,19

47,

585

2,19

116

,970

100%

42%

45%

13%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,58

03,

994

1,25

07,

824

100%

33%

51%

16%

2007

All

Gra

duat

es E

nrol

led

16+

Cre

dits

7,22

37,

867

2,43

217

,522

100%

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45%

14%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,57

94,

223

1,48

68,

288

100%

31%

51%

18%

2008

All

Gra

duat

es E

nrol

led

16+

Cre

dits

7,56

28,

144

2,39

318

,099

100%

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13%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,73

54,

432

1,43

58,

602

100%

32%

52%

17%

2009

All

Gra

duat

es E

nrol

led

16+

Cre

dits

5,84

46,

272

1,78

813

,904

100%

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13%

Gra

duat

es E

nrol

led

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opm

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l Cou

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2,04

22,

902

861

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rolle

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t M

inn

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tate

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o-Y

ear

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lleg

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2005

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duat

es E

nrol

led

16+

Cre

dits

4,47

25,

280

1,58

911

,341

100%

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duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

1,69

63,

042

1,01

75,

755

100%

29%

53%

18%

2006

All

Gra

duat

es E

nrol

led

16+

Cre

dits

4,66

15,

321

1,68

511

,667

100%

40%

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14%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

1,94

33,

141

1,06

36,

147

100%

32%

51%

17%

2007

All

Gra

duat

es E

nrol

led

16+

Cre

dits

4,51

05,

462

1,80

511

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100%

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15%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

1,91

43,

325

1,22

16,

460

100%

30%

51%

19%

2008

All

Gra

duat

es E

nrol

led

16+

Cre

dits

4,84

95,

668

1,76

212

,279

100%

39%

46%

14%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

2,20

13,

584

1,21

06,

995

100%

31%

51%

17%

2009

All

Gra

duat

es E

nrol

led

16+

Cre

dits

3,58

23,

961

1,12

98,

672

100%

41%

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13%

Gra

duat

es E

nrol

led

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evel

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l Cou

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1,69

22,

338

703

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rce:

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neso

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vers

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neso

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titut

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earc

h an

d R

epo

rtin

g*

Enr

ollm

ent

with

in t

wo

year

s of

gra

duat

ion

for

2005

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tes

and

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in o

ne y

ear

of g

radu

atio

n fo

r 20

09 g

radu

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.

18

Ta

ble

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form

ance

in

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uca

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n:

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mu

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rad

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ned

Cre

dits

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in M

inne

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lic H

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r E

duca

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itutio

ns

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0B

elo

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cho

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du

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cen

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de

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9

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mb

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cen

tN

um

ber

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erce

nt

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mb

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cen

t

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ate

s

En

rolle

d a

t M

inn

eso

ta S

tate

Un

iver

siti

es

2005

All

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duat

es E

nrol

led

16+

Cre

dits

2,66

52,

448

643

5,75

610

0%46

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%

Gra

duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

585

857

229

1,67

110

0%35

%51

%14

%

2006

All

Gra

duat

es E

nrol

led

16+

Cre

dits

2,67

72,

564

618

5,85

910

0%46

%44

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%

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duat

es E

nrol

led

in D

evel

opm

enta

l Cou

rses

582

851

188

1,62

110

0%36

%52

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%

2007

All

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duat

es E

nrol

led

16+

Cre

dits

2,85

82,

649

740

6,24

710

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l Cou

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614

888

256

1,75

810

0%35

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%

2008

All

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duat

es E

nrol

led

16+

Cre

dits

2,87

02,

769

728

6,36

710

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duat

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led

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474

834

217

1,52

510

0%31

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%

2009

All

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duat

es E

nrol

led

16+

Cre

dits

2,27

12,

316

661

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344

554

154

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Sou

rce:

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ffic

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titut

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wo

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gra

duat

ion

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tes

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ne y

ear

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n fo

r 20

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19

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mp

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res

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l Gra

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es

En

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t th

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ty o

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inn

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ta (

any

cam

pu

s)

2005

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duat

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nrol

led

as S

tude

nts

5,08

324

.1

Gra

duat

es in

Dev

elop

men

tal C

ours

es35

718

.9

2006

All

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duat

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nrol

led

as S

tude

nts

5,40

924

.0

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duat

es in

Dev

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men

tal C

ours

es23

419

.4

2007

All

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duat

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led

as S

tude

nts

5,34

124

.7

Gra

duat

es in

Dev

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tal C

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es14

019

.3

2008

All

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duat

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nrol

led

as S

tude

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5,25

624

.9

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duat

es in

Dev

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men

tal C

ours

es12

619

.3

2009

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duat

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nrol

led

as S

tude

nts

5,37

325

.2

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duat

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tal C

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119

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rolle

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Un

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siti

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2005

All

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duat

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6,48

121

.5

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duat

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es1,

839

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2006

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tude

nts

6,75

621

.5

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duat

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men

tal C

ours

es1,

802

19.8

2007

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duat

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led

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tude

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7,21

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duat

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men

tal C

ours

es1,

934

19.7

2008

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duat

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nrol

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7,31

721

.7

Gra

duat

es in

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tal C

ours

es1,

659

19.2

2009

All

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duat

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nrol

led

as S

tude

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6,39

121

.7

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duat

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tal C

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211

19.0

Sou

rce:

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ta S

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and

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vers

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Off

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of I

nstit

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and

Re

port

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tw

o ye

ars

of

grad

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05-2

008

grad

uate

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d w

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yea

r of

gra

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for

2009

gra

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20

Sch

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istr

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Hig

h S

choo

l G

radu

ates

***

Gra

duat

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ho T

ook

Dev

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men

tal

Cou

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at M

inne

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Pu

blic

Hig

her

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stitu

tions

Gra

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in

Min

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Hig

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Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

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H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

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ol

Enr

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d a

t Min

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Col

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s an

d U

nive

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the

Uni

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Cau

tion

sho

uld

be e

xerc

ised

in in

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is s

umm

ary

. T

he c

olle

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eadi

nes

s of

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duat

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wh

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inn

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a pu

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col

lege

s or

uni

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ities

may

not

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a g

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indi

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r of

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colle

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all

grad

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om th

at h

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perc

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at to

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not l

iste

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dual

ly, b

ut a

re in

clud

ed a

s a

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p in

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tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

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lass

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2005

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port

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r of

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duat

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le 5

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p in

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t the

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tom

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2005

- 2

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nes

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lic H

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duat

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sch

ool's

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duat

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rce:

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neso

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tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

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nstit

utio

nal R

esea

rch

and

Re

port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

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te C

olle

ges

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vers

ities

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with

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e U

nive

rsity

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nes

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or e

xam

ple,

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ende

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ount

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nrol

lmen

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ars

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grad

uatio

n fo

r 20

05-2

008

grad

uate

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d w

ithin

one

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r of

gra

duat

ion

for

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duat

es.

22

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ool D

istr

ict

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h S

choo

l G

radu

ates

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duat

es W

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ook

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elop

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tal

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rses

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inne

sota

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blic

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her

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catio

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tions

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duat

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led

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neso

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duat

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east

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ours

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r E

duca

tion

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le 5

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mm

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ort

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h S

cho

ol

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olle

d a

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neso

ta S

tate

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lege

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d U

nive

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nes

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ol th

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enta

l/rem

edia

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ubl

ic c

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ges

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ties

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e or

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ates

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enta

l cou

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dual

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re in

clud

ed a

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grou

p in

the

tota

ls a

t the

bot

tom

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his

repo

rt.

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(C)

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(E)

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(G)

(H)

2005

- 2

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nes

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lic H

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ool G

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rch

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vers

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port

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n D

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ot u

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lmen

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ars

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uatio

n fo

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05-2

008

grad

uate

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d w

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r of

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duat

ion

for

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duat

es.

23

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ool D

istr

ict

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h S

choo

l G

radu

ates

***

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duat

es W

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inne

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duat

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neso

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duat

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k at

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east

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ours

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n P

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r E

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tion

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le 5

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mm

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ort

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h S

cho

ol

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neso

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tate

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lege

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nive

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vers

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neso

ta

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sho

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ary

. T

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olle

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nes

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blic

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vers

ities

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not

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ood

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cato

r of

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uate

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om th

at h

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umn

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perc

ent

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adu

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ol th

at to

ok d

evel

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l/rem

edia

l cou

rses

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ubl

ic c

olle

ges

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univ

ersi

ties

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inne

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igh

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e or

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t the

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2005

- 2

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nes

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duat

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duat

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unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

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te C

olle

ges

and

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vers

ities

and

with

in th

e U

nive

rsity

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nes

ota.

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or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

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te C

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ount

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licat

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nrol

lmen

t w

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o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

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one

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r of

gra

duat

ion

for

2009

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duat

es.

24

Sch

ool D

istr

ict

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h S

choo

l G

radu

ates

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duat

es W

ho T

ook

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tal

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inne

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blic

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her

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catio

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tions

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duat

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led

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neso

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her

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duat

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k at

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east

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ours

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ublic

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ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

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vers

ity o

f Min

neso

ta

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tion

sho

uld

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xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

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lled

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blic

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lege

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vers

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ood

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cato

r of

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colle

ge

read

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uate

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om th

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umn

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perc

ent

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adu

ates

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ol th

at to

ok d

evel

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enta

l/rem

edia

l cou

rses

at p

ubl

ic c

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ges

or

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ersi

ties

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. H

igh

scho

ols

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fiv

e or

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ates

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enta

l cou

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not l

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dual

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re in

clud

ed a

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grou

p in

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tota

ls a

t the

bot

tom

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his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

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nes

ota

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lic H

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ool G

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neso

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IGH

309

135

69%

30%

44%

449

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

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dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

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s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

25

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

FA

IRM

ON

T A

RE

A S

CH

OO

L D

IST

RIC

TF

AIR

MO

NT

HIG

H27

561

44%

10%

22%

630

FA

RIB

AU

LT P

UB

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SC

HO

OL

DIS

TR

ICT

FA

RIB

AU

LT S

EN

IOR

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232

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132

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tha

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du

ate

s fo

r th

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cho

ol.

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mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

26

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

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05 -

200

9

% o

f T

otal

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radu

ates

20

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200

9

GR

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AD

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HA

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NA

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60

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132

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3

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

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tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

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om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

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lom

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ical

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rant

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r hi

gh s

choo

l and

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gra

duat

e is

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refo

re r

epor

ted

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sch

ool's

gra

duat

e co

unt.

Sou

rce:

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neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

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s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

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ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

27

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

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catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

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catio

n

Gra

duat

es

Who

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k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

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inn

esot

a pu

blic

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lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

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colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

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dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

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igh

scho

ol th

at to

ok d

evel

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enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

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g F

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l Yea

rs 2

006

to 2

010

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r o

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duat

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lass

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2005

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009

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f Tot

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in

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f T

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radu

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SE

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ND

AR

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132

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203

** I

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tha

t th

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is n

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du

ate

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r th

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l and

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gra

duat

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re r

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ted

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high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

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he t

otal

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w.

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tal m

ay n

ot e

qual

the

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al p

rovi

ded

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ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

28

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

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es

in

Cla

sses

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05 -

200

9

% o

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radu

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9

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168

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l. H

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scho

ol d

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actu

ally

gra

nt t

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iplo

ma.

The

dip

lom

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ical

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choo

l and

the

gra

duat

e is

the

refo

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in t

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high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

29

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

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l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

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duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

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radu

ates

20

05 -

200

9

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N S

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IST

RIC

TLE

SU

EU

R-H

EN

DE

RS

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DLE

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H S

CH

L.22

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50%

21%

42%

456

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IST

ON

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UR

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132

117

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190

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ICT

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CH

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ICT

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C S

CH

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LE

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349

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ER

SC

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DIS

TR

ICT

MA

PL

E R

IVE

R S

EN

IOR

HIG

H27

687

56%

18%

32%

491

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

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epor

ted

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he c

olle

ge o

r un

iver

sity

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the

y "g

radu

ated

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choo

l. H

owev

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scho

ol d

oes

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actu

ally

gra

nt t

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iplo

ma.

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lom

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typ

ical

ly g

rant

ed b

y an

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gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

30

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

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duat

es

in

Cla

sses

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05 -

200

9

% o

f T

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radu

ates

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200

9

MA

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LL C

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EN

TR

AL

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NT

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EN

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AL

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H9

334

66%

24%

37%

141

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UB

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TR

ICT

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OL

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RN

SE

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R H

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577

331

79%

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57%

730

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

In

mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

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s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

31

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

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duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

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NE

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S P

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LLS

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ER

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IGH

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ICT

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146

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384

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816

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1,7

87

MO

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MO

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326

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MO

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157

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

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the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

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dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

32

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

MU

RR

AY

CO

UN

TY

CE

NT

RA

L S

CH

OO

L D

IST

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UR

RA

Y C

OU

NT

Y C

EN

TR

AL

SE

CO

ND

AR

Y16

058

58%

21%

36%

276

N.E

. ME

TR

O IN

TE

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ED

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IST

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IEW

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295

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WA

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IST

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146

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136

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ICT

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ST

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HO

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ICT

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IOR

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896

60%

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400

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HE

G S

CH

OO

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IST

RIC

TN

RH

EG

SE

CO

ND

AR

Y20

169

54%

18%

34%

373

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

In

mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

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or e

xam

ple,

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dent

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ende

d tw

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inne

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te C

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vers

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tions

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ude

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he c

ount

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ot u

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licat

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nrol

lmen

t w

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o ye

ars

of

grad

uatio

n fo

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05-2

008

grad

uate

s an

d w

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yea

r of

gra

duat

ion

for

2009

gra

duat

es.

33

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

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duat

es W

ho T

ook

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elop

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tal

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inne

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blic

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catio

n In

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nrol

led

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neso

ta P

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her

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catio

n

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duat

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k at

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east

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ours

e

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ds in

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n P

ublic

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ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

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xerc

ised

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retin

g th

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umm

ary

. T

he c

olle

ge r

eadi

nes

s of

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duat

es

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blic

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lege

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vers

ities

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not

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ood

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cato

r of

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uate

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om th

at h

igh

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ol.

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umn

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dica

tes

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perc

ent

age

of a

ll gr

adu

ates

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a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

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dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

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lic H

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ool G

radu

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neso

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2005

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tate

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d U

nive

rsiti

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esea

rch

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vers

ity o

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inne

sota

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nstit

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nal R

esea

rch

and

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port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

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te C

olle

ges

and

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vers

ities

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with

in th

e U

nive

rsity

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nes

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or e

xam

ple,

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ende

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o M

inne

sota

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te C

olle

ges

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vers

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tions

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choo

l whe

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he c

ount

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ot u

ndup

licat

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* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

34

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

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elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

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catio

n In

stitu

tions

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duat

es E

nrol

led

in

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neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

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Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

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inn

esot

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blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

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umn

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dica

tes

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perc

ent

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of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

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neso

ta D

urin

g F

isca

l Yea

rs 2

006

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010

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r o

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duat

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es

2005

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009

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duat

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332

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l. H

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lom

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l and

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gra

duat

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the

refo

re r

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high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

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or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

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vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

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otal

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w.

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choo

l whe

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he c

ount

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ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

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o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

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yea

r of

gra

duat

ion

for

2009

gra

duat

es.

35

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

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duat

es W

ho T

ook

Dev

elop

men

tal

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rses

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inne

sota

Pu

blic

Hig

her

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catio

n In

stitu

tions

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duat

es E

nrol

led

in

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neso

ta P

ublic

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her

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catio

n

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duat

es

Who

Too

k at

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east

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ours

e

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ds in

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n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

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xerc

ised

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retin

g th

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umm

ary

. T

he c

olle

ge r

eadi

nes

s of

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duat

es

wh

enro

lled

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inn

esot

a pu

blic

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lege

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vers

ities

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not

be

a g

ood

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cato

r of

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colle

ge

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ines

s of

all

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uate

s fr

om th

at h

igh

scho

ol.

Col

umn

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dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

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igh

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ol th

at to

ok d

evel

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enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

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e or

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er g

radu

ates

in d

evel

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enta

l cou

rses

ar e

not l

iste

d in

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dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

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his

repo

rt.

(A)

(B)

(C)

(D)

(E)

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(G)

(H)

2005

- 2

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nes

ota

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lic H

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ool G

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neso

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vers

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inne

sota

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and

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port

ing

***

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num

bers

in c

olum

n D

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ated

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inne

sota

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te C

olle

ges

and

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vers

ities

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with

in th

e U

nive

rsity

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nes

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or e

xam

ple,

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vers

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the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

36

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

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duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

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catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

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neso

ta P

ublic

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her

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catio

n

Gra

duat

es

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Too

k at

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east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

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Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

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retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

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esot

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blic

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lege

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uni

vers

ities

may

not

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a g

ood

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cato

r of

the

colle

ge

read

ines

s of

all

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uate

s fr

om th

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igh

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ol.

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umn

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dica

tes

the

perc

ent

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of a

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adu

ates

from

a h

igh

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ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

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radu

ates

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enta

l cou

rses

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not l

iste

d in

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dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

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al N

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r o

f Gra

duat

es

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es

2005

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009

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f Tot

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duat

es

in

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05 -

200

9

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f T

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radu

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9

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ma.

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duat

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high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

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num

bers

in c

olum

n D

are

und

uplic

ated

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in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

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or e

xam

ple,

if a

stu

dent

att

ende

d tw

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te C

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ges

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vers

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otal

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w.

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l whe

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ount

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n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

37

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

ST

. CLA

IR P

UB

LIC

SC

HO

OL

DIS

TR

ICT

ST

. C

LAIR

SE

CO

ND

AR

Y17

160

72%

25%

35%

236

ST

. CLO

UD

PU

BLI

C S

CH

OO

L D

IST

RIC

TA

PO

LLO

SE

NIO

R H

IGH

941

299

70%

22%

32%

1,3

35

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. CLO

UD

PU

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C S

CH

OO

L D

IST

RIC

TT

EC

HN

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EN

IOR

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AN

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C S

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IST

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TS

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474

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60

ST

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TR

ICT

ST

. JA

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225

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TY

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143

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TY

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TR

ICT

BA

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ITT

SE

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ND

AR

Y13

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173

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. LO

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TY

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OL

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ICT

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RY

SE

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ND

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Y9

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153

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. LO

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TY

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ICT

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SE

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ND

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184

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. LO

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CO

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TY

SC

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OL

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ICT

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TT

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SE

CO

ND

AR

Y5

914

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85

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TY

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ICT

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R S

EC

ON

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RY

61

246

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ICT

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67

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. MIC

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69

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976

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ST

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UL

PU

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64

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ST

. PA

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C S

CH

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HIG

H S

CH

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681

ST

. PA

UL

PU

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C S

CH

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L D

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RIC

TH

AR

DIN

G S

EN

IOR

HIG

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626

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

In

mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

38

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

ST

. PA

UL

PU

BLI

C S

CH

OO

L D

IST

RIC

TH

IGH

LAN

D P

AR

K S

EN

IOR

HIG

H64

026

75

1%21

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%1,

264

ST

. PA

UL

PU

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C S

CH

OO

L D

IST

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UM

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LDT

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ND

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ST

. PA

UL

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HIG

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92

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117

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

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tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

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the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

39

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

UN

DE

RW

OO

D P

UB

LIC

SC

HO

OL

DIS

TR

ICT

UN

DE

RW

OO

D S

EC

ON

DA

RY

88

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5

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ITE

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IST

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NIT

ED

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H C

EN

TR

AL

HIG

H S

CH

OO

L21

757

53%

14%

26%

412

UP

SA

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UB

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ICT

UP

SA

LA S

EC

ON

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RY

90

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ICT

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91

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8

VIR

GIN

IA P

UB

LIC

SC

HO

OL

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ICT

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GIN

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EC

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RY

421

117

68%

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616

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YA

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UR

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RY

VO

YA

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RY

HIG

H S

CH

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L3

622

45%

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80

WA

BA

SH

A-K

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OG

G P

UB

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OL

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WA

BA

SH

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158

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112

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320

946

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KE

LEY

SC

HL.

DIS

TW

ALK

ER

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CK

EN

SA

CK

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ELE

Y S

EC

.18

262

59%

20%

34%

307

WA

RR

EN

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AR

AD

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OL

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T.

WA

RR

EN

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ND

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Y9

429

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212

WA

RR

OA

D P

UB

LIC

SC

HO

OL

DIS

TR

ICT

WA

RR

OA

D H

IGH

SC

HO

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279

135

53%

26%

48%

527

WA

SE

CA

PU

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C S

CH

OO

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IST

RIC

TW

AS

EC

A S

EN

IOR

HIG

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315

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594

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WA

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TO

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168

56%

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322

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C S

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562

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RO

VE

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ND

AR

Y12

462

59%

30%

50%

209

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

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mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

40

Sch

ool D

istr

ict

Hig

h S

choo

l G

radu

ates

***

Gra

duat

es W

ho T

ook

Dev

elop

men

tal

Cou

rses

at M

inne

sota

Pu

blic

Hig

her

Edu

catio

n In

stitu

tions

Gra

duat

es E

nrol

led

in

Min

neso

ta P

ublic

Hig

her

Edu

catio

n

Gra

duat

es

Who

Too

k at

L

east

One

C

ours

e

% o

f Gra

ds in

M

n P

ublic

H

ighe

r E

duca

tion

Tab

le 5

Su

mm

ary

Rep

ort

By

Hig

h S

cho

ol

Enr

olle

d a

t Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

esor

the

Uni

vers

ity o

f Min

neso

ta

Cau

tion

sho

uld

be e

xerc

ised

in in

terp

retin

g th

is s

umm

ary

. T

he c

olle

ge r

eadi

nes

s of

gra

duat

es

wh

enro

lled

in M

inn

esot

a pu

blic

col

lege

s or

uni

vers

ities

may

not

be

a g

ood

indi

cato

r of

the

colle

ge

read

ines

s of

all

grad

uate

s fr

om th

at h

igh

scho

ol.

Col

umn

H in

dica

tes

the

perc

ent

age

of a

ll gr

adu

ates

from

a h

igh

scho

ol th

at to

ok d

evel

opm

enta

l/rem

edia

l cou

rses

at p

ubl

ic c

olle

ges

or

univ

ersi

ties

in M

inne

sota

. H

igh

scho

ols

with

fiv

e or

few

er g

radu

ates

in d

evel

opm

enta

l cou

rses

ar e

not l

iste

d in

divi

dual

ly, b

ut a

re in

clud

ed a

s a

grou

p in

the

tota

ls a

t the

bot

tom

of t

his

repo

rt.

(A)

(B)

(C)

(D)

(E)

(F)

(G)

(H)

2005

- 2

009*

Min

nes

ota

Pub

lic H

igh

Sch

ool G

radu

ates

Min

neso

ta D

urin

g F

isca

l Yea

rs 2

006

to 2

010

Tot

al N

umbe

r o

f Gra

duat

es

in C

lass

es

2005

- 2

009

% o

f Tot

al

Gra

duat

es

in

Cla

sses

20

05 -

200

9

% o

f T

otal

G

radu

ates

20

05 -

200

9

WE

ST

ON

KA

PU

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C S

CH

OO

L D

IST

RIC

TM

OU

ND

-WE

ST

ON

KA

HIG

H S

CH

OO

L38

213

34

8%17

%35

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4

WH

EA

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RE

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UB

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OL

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TR

ICT

WH

EA

TO

N S

EC

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DA

RY

88

234

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LA

KE

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ICT

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S S

EN

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1,75

484

65

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ER

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78

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WIN

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UB

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OL

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TR

ICT

WIN

DO

M S

EN

IOR

HIG

H23

372

65%

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31%

361

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SC

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OL

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ICT

WIN

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SE

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ND

AR

Y8

834

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39%

195

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WIN

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277

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399

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MB

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TA

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ZE

PP

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IST

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h s

cho

ols

wit

h le

ss t

han

20

gra

du

ates

en

rolle

d in

pu

blic

hig

h e

du

cati

on

an

d/o

r w

ith

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r fe

wer

g

rad

uat

es in

dev

elo

pm

enta

l co

urs

es

278,

894

152,

161

59,8

20

55%

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39%

TO

TA

L F

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RE

PO

RT

ED

HIG

H S

CH

OO

LS

297,

593

152,

161

59,8

20

51%

20%

39%

TO

TA

L P

UB

LIC

HIG

H S

CH

OO

L G

RA

DU

AT

ES

** I

nd

ica

tes

tha

t th

ere

is n

o co

un

t o

f gra

du

ate

s fo

r th

is s

cho

ol.

In

mos

t ca

ses,

stu

dent

s at

tend

ed t

his

scho

ol a

nd r

epor

ted

to t

he c

olle

ge o

r un

iver

sity

that

the

y "g

radu

ated

" fr

om t

he s

choo

l. H

owev

er,

the

scho

ol d

oes

not

actu

ally

gra

nt t

he d

iplo

ma.

The

dip

lom

a is

typ

ical

ly g

rant

ed b

y an

othe

r hi

gh s

choo

l and

the

gra

duat

e is

the

refo

re r

epor

ted

in t

hat

high

sch

ool's

gra

duat

e co

unt.

Sou

rce:

Min

neso

ta S

tate

Col

lege

s an

d U

nive

rsiti

es R

esea

rch

and

Uni

vers

ity o

f M

inne

sota

Off

ice

of I

nstit

utio

nal R

esea

rch

and

Re

port

ing

***

The

num

bers

in c

olum

n D

are

und

uplic

ated

with

in M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

and

with

in th

e U

nive

rsity

of

Min

nes

ota.

F

or e

xam

ple,

if a

stu

dent

att

ende

d tw

o M

inne

sota

Sta

te C

olle

ges

and

Uni

vers

ities

in

stitu

tions

, tha

t st

ude

nt

is c

ount

ed o

ne t

ime

in t

he t

otal

for

thi

s ro

w.

Thi

s to

tal m

ay n

ot e

qual

the

tot

al p

rovi

ded

in o

ther

rep

orts

for

the

sam

e hi

gh s

choo

l whe

re t

he c

ount

is n

ot u

ndup

licat

ed.

* E

nrol

lmen

t w

ithin

tw

o ye

ars

of

grad

uatio

n fo

r 20

05-2

008

grad

uate

s an

d w

ithin

one

yea

r of

gra

duat

ion

for

2009

gra

duat

es.

41

42