In 2018, the Center for American Progress studied high school graduation requirements in each state and compared them to basic entrance requirements to universities in that state. The verdict? Most high school coursework requirements (including those in Minnesota) failed to reach basic admissions criteria.
But is that still the case, almost a decade later?
The short answer is yes. A Minnesota high school student who takes only the courses required for graduation by the Department of Education would not be eligible for traditional admission at any of the state’s 12 universities but the University of Minnesota at Crookston. They would have to attend one of Minnesota’s 26 technical and community colleges first, which only require a high school diploma for admission.
How wide is the gap? And does it require correction? Not every student in Minnesota will attend the University of Minnesota’s Twin Cities campus, so the system shouldn’t be designed to mirror one definition of high school success. Let’s dive in and analyze.
Current High School Graduation Requirements
According to the Minnesota Department of Education, high school students must complete:
- 4 credits of language arts
- 3 credits of mathematics, encompassing Algebra II, Integrated Mathematics III, or an equivalent in high school. (In Minnesota, all 8th graders take Algebra 1.)
- 3 credits of science, including earth and space science, life science, and chemistry or physics.
- 3½ credits of social studies, including a course on government and citizenship
- 1 credit in the arts
- Personal Finance
- Physical Education
- Health Education
- 7 elective credits
There are several credit equivalencies that students can use to take classes that may fit their interests. Students taking an agriculture or career and technical education course can use the course to fulfill the requirement of an elective, a math course, an arts course, and any science course but biology. An ethnic studies course may fulfill a social studies, language arts, arts, math, elective, or science credit, as long as the course meets applicable standards.
These carveouts, particularly for students who may want to pursue career and technical education, are excellent opportunities. However, it’s important that students pursuing CTE or agricultural opportunities know their choices may not make them candidates for university admission.
Is there a mismatch at the State University system?
Minnesota’s seven state universities all share the same academic core requirements for admission.
Traditional high school applicants must have on their high school transcript:
- 4 years of English (including composition, literature, and speech)
- 3 years of mathematics (2 years of algebra, of which one is intermediate or advanced algebra, and 1 year of geometry)
- 3 years of science (at least 1 year each of a lab biological and lab physical science)
- 3 years of social studies (including 1 year each of geography and U.S. history)
- 1 year of arts
In mathematics, geometry is not a high school graduation requirement, nor is the requirement of 1 year of geography. However, because students are required to take courses that could contain these requirements, it’s likely that many will do so unless they attempt to avoid those subject areas.
Is there a mismatch in the University of Minnesota system?
University of Minnesota – Crookston
The University of Minnesota Crookston campus admits students through a totally holistic model, and does not publish expected courses in any way. Students should be aware that the campus does not consider standardized test scores at all in the process. The campus notes that “Because the greatest predictor of college success is academic preparation, the strongest consideration in the decision is given to a student’s high school record.”
Because the holistic acceptance model can be confusing for high schoolers, who can have differing cultural expectations around academic achievement, Crookston should rewrite their policy and post public admission guidelines.
University of Minnesota – Duluth
The University of Minnesota Duluth has minimum coursework guidelines for admission, and warns that some degree programs may have a higher bar for admission. The guidelines set a slightly higher standard than Minnesota’s high school graduation requirements. Duluth requires one more year of mathematics, and a geometry course, over Minnesota’s high school graduation requirements.
University of Minnesota – Morris
The University of Minnesota Morris recommends that first year applicant transcripts include an extra year of math and a geometry course beyond Minnesota’s high school graduation requirements.
Additionally, they desire applicants who have taken two years of a foreign language, which is not required for high school graduation. The University of Minnesota Morris campus notes that applicants who are otherwise qualified can waive the second language requirement.
University of Minnesota – Rochester
The University of Minnesota Rochester campus conducts a holistic review of students, but still has general guidelines for expected transcripts. Prospective students should have one more course of mathematics and one more year of science than current Minnesota graduation requirements entail. Additionally, due to the campus’ heavy STEM focus, high school chemistry is an entry requirement.
University of Minnesota – Twin Cities
The University of Minnesota Twin Cities notes that applicants typically exceed the basic coursework expectations.
Minnesota’s flagship university has entrance requirements that exceed the Minnesota graduation standards. Expectations include an extra year of mathematics, stipulating that geometry is a requirement. Science coursework must include biology and physical science, and some programs expect chemistry and physics. Also, two years of a foreign language is a must-have.
Conclusions
Do Minnesota’s current high school graduation requirements create clear pathways for students who would like to attend a state university? Are pathways equally clear for students who would like to begin their career upon graduation?
Currently, every single student who possesses a high school diploma can attend a Minnesota college (at low cost). Most high school students in Minnesota who follow the typical course of study will be eligible for admission to Minnesota’s seven universities.
The University of Minnesota system has unique application criteria for each school. In general, course requirements are slightly higher than high school graduation criteria. Those higher expectations should fit easily into a dedicated high school student’s course of study. Primary higher expectations come from 1) an admissions requirement of four years of math, including geometry and 2) an admissions priority of two years of foreign language education. These are reasonable admissions criteria for the state’s top universities.
So, does anything need to change?
The current graduation requirements should not be raised, and application criteria in the University of Minnesota system should not be lowered. However, the system as a whole should be streamlined to ensure that high school students can have strong direction and clarity.
Because there are so many helpful carveouts for agriculture and CTE courses, it’s possible that a student initially excited to sub out physics for a local agriculture course might be blindsided when the U’s engineering program rejects them. Most (65 percent) high school students who concentrate in CTE courses will enroll in a postsecondary program; the Department of Education does not publicly post data on what type of program or what the completion rate of those programs might be.
Students who use an ethnic studies course to avoid a social studies, language arts, arts, math, elective, or science credit might also face this dilemma. Policymakers should consider if this carveout will teach content knowledge that can actually fulfill such broad credit options.
In order to avoid unmet expectations, Minnesota could consider two diploma pathways: a career pathway (or a “basic” diploma) and a college pathway. Students earning a basic diploma would be able to prioritize CTE courses. That diploma should prepare them for workforce entry immediately upon graduation. With a diploma, they would be able to attend any college in the state and transfer later to a university if they desired. Conversely, students earning a college pathway diploma would be tracked into advanced core coursework and foreign language courses. This would prepare them to be standout candidates for university entry. As is typical with bifurcated pathways in other states, students would be able to transfer between diploma tracks if needed.
While this model isn’t too different in practice from the current structure, the language change would signal a differing cultural focus. The current singular one-size-fits-all high school pathway succeeds in practice on the merits of an individual student’s foresight. Creating a smooth pathway for students to formally direct themselves toward their strengths and interests is more likely to create career excellence and college-bound excellence in Minnesota. Students deserve better than piecemeal options.
Until a bifurcated diploma arrives, districts can implement strong course options that benefit every student. Local partnerships with CTE organizations (including a PSEO emphasis) can give high schoolers workforce-ready skills. Thoughtful K-12 foreign language implementation can give students the gift of bilingualism, whether they need the skill for university admission or for career success.