Improving the Transition from High School to College in Minnesota: Recommendations Based on a Review of Effective Programs
Dr. Laura Perna
Associate Professor, University of Pennsylvania
Postsecondary education is increasingly important to the nation’s, and Minnesota’s, continued economic prosperity and global competitiveness, given the shift from an industrial economy to an information and technology-driven economy (Advisory Committee on Student Financial Assistance, 2006; Carnevale & Desrochers, 2003; Lumina Foundation for Education, 2006). New jobs increasingly require at least some postsecondary education and the educational requirements of all jobs, including those that once required no more than a high school education, have been rising (Carnevale & Desrochers, 2003).
Minnesota Must Do More to Improve the Transition from High School to College
Minnesota has much to be proud of with regard to the educational attainment of its population (National Center for Higher Education Management Systems [NCHEMS], 2007). For example, the likelihood that ninth graders enroll in college by age 19 is greater in Minnesota than all but two other states (New Jersey and North Dakota) (Minnesota Office of Higher Education, 2006). Nonetheless, although Minnesota has high rates of educational attainment, the state needs to do more to increase college access and success, especially for students from low-income families, Blacks, and Hispanics. College enrollment and persistence rates in Minnesota lag behind the rates of the nation’s top-performing states, vary across counties within the state, and are lower for students from low-income families, Blacks, and Hispanics than for other students.
The lower educational attainment for Blacks and Hispanics than for Whites is especially problematic when considered in light of projected demographic trends. Between 2001-02 and 2017-18, the numbers of Black and Hispanic public high school graduates in Minnesota are projected to increase substantially (193% and 470%, respectively), while the number of White public high school graduates is projected to decline by 17% (WICHE, 2003). In other words, the fastest growing groups in Minnesota have among the lowest rates of college enrollment and degree completion.
Investing in the Transition from High School to College is Cost Effective
Minnesota policymakers are to be commended for their interest in using cost analyses and cost-effectiveness studies to guide education investment decisions. Certainly this information can help to determine the most appropriate and effective ways to invest scarce resources to improve educational attainment
The federal and state governments, philanthropic organizations, non-profit organizations, and other entities have developed numerous policies and programs with the goal of improving students’ transition from high school to college. Despite the plentitude of programs and magnitude of investment in these programs, however, relatively little rigorous research examines the cost-effectiveness of these programs.
Reflecting the many challenges associated with conducting relevant rigorous research, this review of available research and policy reports identifies only a small number of analyses of the cost effectiveness or return on investment of programs designed to promote college access and success. The available studies show a positive return on investment for the following three programs: Early College High Schools (ECHSs) (Palaich, Augenblick et al., 2006), Quantum Opportunities Program (Hahn et al., 1994), and Admission Possible (Heegaard, 2005). Variations in program duration, program services, and characteristics of the population served limit comparisons of per-student costs across programs. Nonetheless, the available data show modest per-student costs for most programs, particularly when considered in light of the substantial individual and public benefits that result from higher education enrollment and degree attainment (Baum & Payea, 2004; Baum, Payea, & Steele, 2006).
Recommended Investments for Improving the Transition from High School to College
Efforts to determine the optimal investments for improving the transition from high school to college are limited for several reasons.
First, in addition to the relatively scarcity of studies that examine cost-effectiveness, this review also reveals that relatively few studies use rigorous research designs to examine the effects of these programs. Therefore, existing research does not permit conclusions about causal relationships between program participation and college-related outcomes (California Postsecondary Education Commission, 2004; Lerner & Brand, 2006).
Second, comparisons of benefits across programs are limited by differences in the populations served by particular programs (and the resulting variation in the magnitude of barriers limiting college enrollment).
Third, existing programs focus on addressing particular subsets of the barriers that limit college access and success and, consequently, are designed to achieve a range of college-related outcomes. These outcomes include higher college enrollment and graduation rates, as well as outcomes that indirectly promote college enrollment and graduation, including greater academic preparation for college, greater awareness of financial aid, increased interest in college, and improved high school graduation rates.
Despite these limitations, this review of promising programs suggests that Minnesota should invest in efforts that:
- Reduce the financial barriers to college access and success
- Improve academic preparation for college
- Improve college-related knowledge
- Improve data collection and analysis of college transition programs.
The relative scarcity of rigorous studies examining the cost-effectiveness or effects of programs should not paralyze efforts to improve college access and success. The limited available data and research suggest that investments in college transition programs are cost effective. Moreover, although useful, cost-effectiveness studies should be just one piece of information used to guide policymaking (Blanco, 2006a; Swail, 2004).
As Blanco (2006a) notes, policymakers should be interested not only in the return on their investment in various initiatives but also other goals, including the opportunity of different groups to participate and thus benefit from the programs, as well as the extent to which the program serves as a “band-aid” or encourages systemic reform.
This review shows that investing in programs that promote the transition from high school to college is not only cost-effective but also is necessary to promoting the state’s future economic competitiveness. By reducing the financial barriers to college access and success, improving academic preparation for college, and improving students’ college-related knowledge, Minnesota policymakers will address the primary barriers that limit students’ successful transition to college.
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