Why is this goal important?
Minnesota has a proud history of leading the nation when it comes to student achievement.

While it might be easy to rest on our past success, tomorrow holds new challenges. If Minnesota and its job providers are going to stay competitive and continue to use technology to solve some of the biggest challenges facing our world, we need to start preparing our students to compete globally. The Minnesota Department of Education (MDE) is dedicated to taking our students from nation-leading to world competing.

          New job growth in professional and high-tech      
             industries will demand an extra 10,500 college
             graduates per year.

          The number of college graduates retiring from the
              Minnesota workforce will grow from 9,000 to 25,000
              per year.

          Substantially fewer students of color are prepared to take college algebra and college
              biology. 

          Jobs that require at least some postsecondary education will make up more than two-
              thirds of new jobs. 

What is MDE doing to achieve this goal?
The Governor's Education Council set benchmarks to promote higher achievement in mathematics proficiency and college readiness.

MDE has also launched a number of initiatives to increase student achievement and better prepare students to compete globally.

Governor’s Education Council: The Governor’s Education Council, which meets on a regular basis, promotes a minimum level of K-14 education for all students. The council is made up of leaders from the workforce and business community, higher education organizations and government agencies.

Communications Campaign: Last fall, MDE launched a comprehensive statewide communications campaign designed to encourage more students to take Science, Technology, Engineering, and Math (STEM) courses. It stressed the importance of high school achievement and the value of rigorous courses including math and science as well as the need for early career and postsecondary planning.

Fall 2006 Summit on STEM: The 2006 STEM Summit brought together more than 800 high school students from across the state to inform them of the need for more rigorous coursework in the STEM subject areas.

Minnesota P-16 Partnership: The Minnesota P-16 Partnership, composed of officials from the education community, higher education organizations and business and community leaders, is working to improve the student transition to postsecondary education.

Get Ready, Get Credit: The Get Ready, Get Credit initiative addresses the need to increase high school rigor and college preparedness. The Get Ready portion of the program allows students to take college readiness and interest assessments in 8th and 10th grade. Get Credit allows students to gain college credit while in high school through Advanced Placement or International Baccalaureate (AP/IB) programs, or by passing a College Level Exam Program (CLEP) test.       

Mandarin Chinese: This past legislative session, Governor Tim Pawlenty proposed and the Minnesota Legislature passed an initiative for developing a statewide articulated Mandarin Chinese curriculum. The initiative will ensure that our students are prepared to enter a competitive global economy. MDE brought together a network of higher education representatives, educators, individuals who speak and write fluent Mandarin Chinese, businesses, MDE staff and other interested partners to accomplish the goals set forth by the Governor Pawlenty and the Legislature. The findings are online at:
http://education.state.mn.us/MDE/Teacher_Support/Chinese_Language_Initiative/index.html

How is MDE’s progress?

Under legislation passed during the 2005 legislative session, schools were able to expand their AP/IB programs.

Students were informed of Post Secondary Enrollment Options (PSEO) and saw expanded access to rigorous assessments for earning college credit. Because of this increased focus, participation in AP and IB programs saw a significant increase.

A proposal offered by Governor Pawlenty, and approved by the Legislature, will require that students take Algebra I by 8th grade and Algebra II and Chemistry or Physics in order to graduate from high school. The new requirement goes into effect with this year's fourth-graders. 

MDE continues to work aggressively with educators, business leaders and other stakeholders to improve student achievement and prepare Minnesota students to compete globally. The Governor’s Ed Council meets on a regular basis in order to help advance reform initiatives.   

MDE will be creating new regional Math and Science Academies that will provide professional development for all teachers and enhancements of statewide Science, Technology, Engineering, and Math (STEM) initiatives.

MDE will continue to use various assessments to measure improvements in student achievement.

Assessment results, along with other district and site information, can be found on the Department of Education's Report Card website: http://education.state.mn.us/ReportCard2005/

Why is this goal important?
Education is a means toward personal fulfillment and the development of each person’s unique potential. Unfortunately, while Minnesota is a national leader in overall student achievement, much work needs to be done to close an achievement gap.

          Only about half of Minnesota African American
              students graduate from high school in
              four years.

          Substantially fewer students of color are prepared to
              take college algebra and college biology. 

Reducing disparities in achievement between groups of students will enhance the opportunities for more at-risk students to succeed in life and to become productive citizens.  

What is MDE doing to achieve this goal?
MDE is working to raise overall student achievement levels and close the achievement gap that currently exists among students of color and students with disabilities by implementing standards, research-based best practices and measuring progress with statewide assessments.

Minnesota has also received a grant to work with seven school districts that have high drop out rates and high poverty to identify ways of engaging students so they stay in school.

How is MDE’s progress?
When Governor Pawlenty and the Legislature eliminated the Profile of Learning, Minnesota moved away from a process-based “show-what-you-know” model toward content-based academic standards that are more rigorous and include grade-level expectations.

Under the Governor’s leadership, Minnesota now has more rigorous standards in math, science, and reading.  In 2006, the new reading and mathematics MCA II were given in grades 3-8, 10 and 11. In 2008 the science MCA-II will be operational in grades 5, 8 and high school.

Minnesota parents, educators and taxpayers can track the Adequate Yearly Progress of their schools by using the STAR rating system.  This system continues to allow us to identify schools that are struggling so that steps can be taken to try to improve student achievement.

Minnesota’s plan under No Child Left Behind is specifically geared to address the achievement gap.  Under that plan, schools must make adequate yearly progress for all subgroups and cannot rely on state averages.

Why is this goal important?
The single most important factor that influences student achievement is the classroom teacher. 

When it comes to providing Minnesota students with a quality education, recruiting and retaining new teachers will be one of the biggest challenges we will face over the next 10 to 15 years. Minnesota is already experiencing shortages in critical areas such as science, math, special education, and world languages. Thirty percent of new teachers hired in 2001 had left the classroom five years later. These trends are unacceptable. 

High standards for teacher quality, improved professional preparation and training of teachers, along with staff development support and access to alternative routes to professional teaching licensure, will increase and retain more highly qualified teachers in Minnesota. 

What is MDE doing to achieve this goal?
Minnesota’s nation-leading Q Comp program is designed to advance the teaching profession by providing structured professional development and evaluation, as well as an alternative pay schedule that compensates teachers based on performance, not just seniority. The program brings together career advancement, professional development and compensation linked to academic achievement. It includes a locally agreed-upon peer evaluation process for every teacher that is based on skills, responsibilities and student academic growth. This plan is voluntary and will add an additional $260 per student in participating districts.

The Q Comp program gives participating school districts the flexibility to meet local needs within a comprehensive model of improved teaching and learning.

How is MDE’s progress?
A total of 36 districts from across the state are participating in Q Comp. These include: Rosemount-Apple Valley-Eagan · Roseville · Grand Meadow · Albert Lea · Alden-Conger · Brainerd · Wayzata · Eden Prairie · Red Rock Central · International Falls · Le Center · St. Louis Park · Osseo · Lac Qui Parle · North St. Paul-Maplewood-Oakdale  · Clearbrook-Gonvick · Proctor · Burnsville · St. Anthony-New Brighton · Minnetonka · Delano · Centennial · Pine River · Brandon · South Washington County · South Saint Paul · Farmington · Minneapolis · Hopkins · St. Francis · Mounds View · St. Cloud · Alexandria  · Fridley · La Crescent-Hokah · Marshall.

Fifteen charter schools are participating in Q Comp: Hmong Academy · Crosslake Community School · New Visions School · TRIO Wolf Creek Charter School · Emily Charter · El Colegio Charter School · STRIDE Academy · Minnesota Transitions Charter Schools · Oh Day Aki Charter · Northfield School of Art and Technology (ARTech) · Beacon Academy · Duluth Public Schools Academy · Sojourner Truth Academy · Ridgeway Charter School · E.C.H.O. Charter School.

The districts that are participating in Q Comp enroll about 246,000 students or about 30 percent of all Minnesota students.

An additional 185 districts have indicated interest in participating in Q Comp.