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Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

STRETCHING MINDS AND RESOURCES

20 Years of Post Secondary Enrollment

Options in Minnesota

Joe Nathan, Laura Accomando

and Debra Hare Fitzpatrick

December 2005

A study by the

Center for School Change

Hubert H. Humphrey Institute of Public Affairs

University of Minnesota

Minneapolis, Minnesota

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Executive Summary

Minnesota’s pioneering Post-Secondary Enrollment Options (PSEO) is now 20 years old.

Minnesota was the first state to give high school juniors and seniors the right to apply to colleges

and universities, and if accepted, to take courses, full or part time, with state funds following

them, paying tuition and book charges. Many states have adopted or adapted this legislation.

PSEO programs can help deal with several importa nt policy challenges: (1) The rising cost of

higher education for families and states; (2) The importance of students not only entering, but

graduating from some form of post-secondary education; and (3) Increasing the number and

percentage of students fully prepared for college when they graduate from high school. This

study examines the impact for students and the broader education system.

Key findings include:

PSEO has produced many benefits

• Participants most frequently cite the following benefits: learning more than in high

school, saving time and money, and feeling more academically prepared for

college.

• PSEO also appears to have helped stimulate improvements in the overall K-12 system.

These improvements include more Advanced Placement and “Colleges in the Schools”

courses. Nationally, the number of AP Tests taken increased by 491% between 1986

and 2004. In Minnesota, this increase was 988%. PSEO has also helped fuel a 10-fold

increase in “College in the Schools” participation (compared to a doubling of on-campus

PSEO participation). “College in the Schools” participation has risen from approximately

1,200 in 1991-92 to 14,000 plus in 2004-05.

PSEO enjoys strong support from participants

• 97% were either “very satisfied” or “satisfied” with their experience.

• 86% of participating students would definitely participate in PSEO again.

PSEO has strong support from Minnesota residents

• Statewide, 82% of those surveyed either strongly support or support PSEO

PSEO is benefiting many students, but some improvements are needed

• Since 1985, more than 110,000 Minnesota students have used PSEO on college

campuses. The majority of participants are female, white and middle to upper income.

Access by other demographic groups could be improved.

• Students consistently suggest two improvements for the PSEO program. First, they

recommend making more information about the program available to students and

families. Second, they recommend more clarity about what courses will transfer from

one institution to another.

Key recommendations of this report

• Create new public-private partnerships to provide more information to families about

PSEO.

• Remind district and school officials about PSEO requirements.

• Provide more slots and create more flexible admissions policies for PSEO students at

some colleges and universities.

• Study and share experiences of students who have used PSEO, AP, IB and College in the

Schools programs, to help families make better decisions.

• Encourage more high school students to participate in PSEO, College in the Schools, AP

and IB programs.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Acknowledgements

This report could not have been completed without a tremendous amount of

cooperation from a number of people throughout the state. We are extremely grateful

to the following individuals who contributed information for this report:

Cheryl Aker, Ralph Anderson, Rich Aune, Morgan Brown, Karen Buehre, Steve Ethridge,

LeAnn Thooft Huber, Patricia W Lipetzky, Sarah Rhoda, Dena Russell, Sue Sattel, Gail

Scheid, Kelly Secola, Tim Skaja, Rick Smith, Pete Spoor, Danielle Tisinger, and Ted

Vernon

This report would not have been possible without the expertise of many people.

However, all errors are the responsibility of the authors.

The research was supported by a grant from the Ruth and Lovett Peters Foundation.

The Wallin Foundation also contributed to the project. While financial support was

provided by these foundations, the contents of this report are the responsibility of the

authors.

We welcome readers’ reactions, suggestions and comments. Please contact the authors

at the Center for School Change, 234 Humphrey Center, 301 19

Avenue South,

Minneapolis, Minnesota 55455. Phone: 612-626-1834. Email: csc@hhh.umn.edu. Web:

www.centerforschoolchange.org.

The Humphrey Institute of Public Affairs is hospitable to a diversity of opinions and

aspirations. The Institute itself does not take positions on issues of public policy. The

contents of this report are the responsibility of the authors. The University of Minnesota

is committed to the policy that all persons shall have equal access to its programs,

facilities and employment without regard to race, color, creed, religion, national origin,

sex, age, marital status, disability, public assistance status, veteran status or sexual

orientation.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Table of Contents

Acknowledgements 2

Executive Summary 3

Introduction – Why a Report on Post Secondary Options

Now

? 6

Methodology for this Report 9

History of Minnesota’s Post-Secondary Options Law 10

National Context for Dual High School/College Enrollment 11

Findings 14

Recommendations 34

Appendix 1 – Student Essays 38

Appendix 2 – 2005 PSEO Participant Survey Summary 56

Appendix 3 – 2001 PSEO Participant Survey Summary 60

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Introduction: Why Report on Post-Secondary Options

Now

Twenty years ago, Governor Rudy Perpich proposed what has become known as Post

Secondary Enrollment Options. Once enacted it became instantly controversial. When

legislators approved the law during the 1985 session, one major education group

lobbyist was quoted by a national education reporter as believing the law was “the most

devastating piece of legislation in the past 20 or 30 years.” (Wehrwein, 1985)

Much has happened in the twenty years since 1985. Part of the reason for this report is

that 2005 marks the 20

anniversary of Post-Secondary Enrollment Options program.

Any major change in policy, no matter how well-intentioned, deserves scrutiny from time

to time. After twenty years, it seemed like an appropriate time to review the evidence

and gather some additional information.

There are probably more important reasons for renewed discussion of the Post-

Secondary Option. PSEO can help Minnesota students and the state deal with several

critical challenges:

 the rising cost of higher education

 the need for more students to graduate, not just attend two and four year higher

education institutions

 the significant number and percentage of Minnesota public high school

graduates who take remedial courses on entering Minnesota public colleges and

universities

Over the last twenty years, there has been a broader recognition in Minnesota and in

the nation that to get a good job, young people need not only to graduate from high

school, but if at all possible, earn a degree at a post-secondary institution. National

statistics show that young people who complete a post-high school degree earn

significantly more money.

The college level premium – the earnings level advantage of college educated workers

over high school graduates – in 1979 was 36 percent for men and 34 percent for

women. By 1997, however, the premium increased to 67 percent and 72 percent for

men and women respectively. The wage premiums for those with “some college” also

have doubled. (Carnavale and Desrochers, 2002)

Clearly, just getting through high school is not enough – whether preparing for life and

work, or preparing for college. As Northwestern professor James Rosenbaum wrote:

“Less than 40 percent of students who plan to go to college actually earn a two- or four-

year degree within 10 years of graduating from high school. Do you know what it takes

to succeed in college? The simple answer is that if you take hard classes, do all of your

homework, and get good grades in high school, you will be ready.” (Rosenbaum, 1994)

U. S. Census figures show that over an adult’s working life high school graduates earn

an average of $1.2 million, associate degree holders earn about $1.6 million, and

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

bachelor’s degree holders earn about $2.1 million” (Porter, quoting Day and Newburger,

2002)

Education beyond high school does not just benefit individuals. There is value for the

entire society. “Increases in a country’s overall educational attainment causes (sic)

increases in their overall rate of economic growth.” (Carnevale and Desrochers, 2002)

There are many other benefits of higher education. College graduates have increased

personal/professional mobility, improved quality of life for their children, higher levels of

savings, and more hobbies and leisure activities. Research also shows a positive

correlation between completion of higher education and good health, not only for

oneself, but also for one’s children. (Porter, 2002)

While there is ever greater recognition that education beyond high school is vital, the

fact is that many families find it difficult to afford higher education. As will be clear

later, many students report that using PSEO allows them to save two precious

resources: time and money.

Finally, PSEO deserves more attention because of the role it can play in helping get

students more fully prepared for college. A series of reports show that while the

majority of students graduating from Minnesota public high schools are “ready for

college,” in the core academic areas of reading, writing and mathematics, more than 1/3

who enter Minnesota public colleges and universities must take remedial or

“developmental” courses. (Minnesota State Colleges and University, 2002, 2005) These

include students from affluent suburban districts, as well as other districts statewide.

Table 1 shows remediation rates for selected high schools.

Many high schools – including some well-known suburban and urban high schools –

have significant percentages of students graduating who take remedial courses when

they enter Minnesota public post-secondary institutions.

Some small public rural high schools have very low remediation rates. Statewide, 36%

of students who graduated from Minnesota public high schools in 2000-2002 and

entered a Minnesota public college or university within a year took at least one remedial

course. But in more than 50 rural high schools, the percentage of graduates taking

remedial courses is 24 percent or less. No large urban or suburban high schools are in

the “top 50.” (Nathan, 2006) Here are two examples:

Melrose Public High School, Melrose, Minnesota: Only 19% of Melrose graduates who

entered Minnesota public colleges and universities took a remedial course. Melrose

principal Chad Doetkott notes that for a number of years, 45-55% of the juniors and

seniors have taken one or more of the College in the Schools Courses. This year, ten

such courses are offered at the high school, comprising 18 sections.

Furthermore, as Doekott explained, many additional students take Tech Prep courses at

Melrose. These are accepted at a number Minnesota Technical Colleges. This means

that well over 50 percent of the students at Melrose are taking at least one college level

course. According to the principal, “Offering these advanced courses definitely

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

contributes to the school’s strong record. Many graduates return and tell me that

because they took such courses before college, they started college ‘well ahead of the

game.’” (Doetkott, 2005)

Table 1: Remediation Rates

School

District

High School Total Number of

Graduates in

Classes 2000-

2003

% of Graduates

Enrolled at MN Public

High Education

% of Graduates Enrolled

at MN Public Higher

Education Institutions

Who Took

Developmental Courses

Anoka-Hennepin Blaine Sr. 2,222 55% 41%

Bloomington Kennedy Sr. 1,222 57% 44%

Burnsville Burnsville Sr. 2,473 55% 38%

Edina Edina Sr. 1,870 30% 29%

Inver Grove

Heights Schools

Simley Sr. 972 60% 41%

Minneapolis Abraham Lincoln

High School

122 34% 86%

Minneapolis North Sr. 660 39% 59%

Minneapolis Roosevelt Sr. 656 55% 70%

Mounds View Irondale Sr. 1,425 48% 39%

North St. Paul-

Maplewood

North Sr. 1,523 52% 48%

North St. Paul-

Maplewood

Tartan Sr. 1,293 56% 41%

Richfield Richfield Sr. 940 58% 41%

Rosemount-

Apple Valley-

Eagan

Rosemount Sr. 1,227 51% 43%

St. Paul Arlington Sr. 919 46% 60%

St. Paul Harding Sr. 1,367 47% 48%

St. Paul Highland Park Sr. 918 43% 47%

Wayzata Wayzata High 2,546 41% 31%

White Bear Lake White Bear Lake

South Sr.

2,593 55% 49%

Minnesota New Country (Charter public) School – MNCS – also has an outstanding

record. Less than 15 percent of graduates at the Minnesota New Country (charter

public) School took remedial courses when they entered Minnesota public higher

education institutions, 2000-2002. Virtually all Minnesota New Country School students

participate in Post-Secondary Enrollment Options (including Lars Johnson, who wrote a

paper for this report, available in the appendix). Doug Thomas, who helped start MNCS,

believes PSEO is "a very valuable part of our effort to fully prepare students for further

education and life beyond classrooms."

Several studies have found that students who entered post-secondary institutions with

prior college credits:

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

• Earned more credit or passed more units than those entering without college

credit

• Had a higher grade point average

• Had a higher graduation rate (Martinez and Klopott, 2005)

There are many ways to encourage and assist more high school students to take college

courses. The Post-Secondary Enrollment Options is one of them. The authors believe

this report is timely, not only because of the 20

anniversary, but also because of the

law’s potential to help deal with some of Minnesota’s most important problems.

Methodology

Several methods were used to gather information about PSEO for this report.

A statewide poll was carried out by Mason-Dixon Polling and Research, Inc.

The Center for School Change commissioned Mason-Dixon Polling and Research to

examine public attitudes toward the Post-Secondary Options act. Mason-Dixon was

selected because they do polling for a major Minnesota metropolitan area newspaper

and a major Minnesota radio station. This suggests they are a very reputable group.

The authors wish to make clear that this poll was neither commissioned by, nor

connected to, any other organization. A total of 625 Minnesotans were surveyed,

representing a stratified random sample of registered voters.

A survey of PSEO participants was conducted

The PSEO Participant Survey was emailed to the PSEO coordinator at each of the twelve

participating post-secondary institutions. The coordinators in turn distributed the

surveys to the PSEO students at their respective institutions. Some surveys were

distributed electronically and some were distributed on paper, at the discretion of the

coordinator. The PSEO students completed the surveys and returned them directly to

the Center for School Change, either by email or by post. In several instances the PSEO

coordinators collected the surveys from their students and returned them as a group.

Table 2 shows which post-secondary institutions participated, as well as how many

students responded from each.

Other Information Gathering

In preparing this report, CSC interviewed officials dealing with PSEO at 21 Minnesota

higher education campuses and reviewed web-based material regarding PSEO from 27

of Minnesota’s higher education institutions. CSC also worked closely with several

individuals at the Minnesota Department of Education. These staff members ran data

analyses using state databases and provided other information cited throughout the

report. Eleven former PSEO participants were also asked to write brief essays describing

their experiences, positive and negative, with the program. Finally, CSC conducted a

literature review in Minnesota and nationally to set the context for findings in this report.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Table 2: Post-Secondary Institutions Participating in the 2005 PSEO Survey

by Type of Institution

Post-Secondary Institution Students

Responding

Community/Technical Colleges (6) 237

Century College 19

Hibbing Community College 3

Inver Hills Community College 68

Minneapolis Community & Technical

College

Normandale Community College 118

Ridgewater Community College 11

Private Colleges (2) 18

College of Saint Scholastica 14

Gustavus Adolphus 4

State Universities (2) 17

Mankato 5

Moorhead 12

University of MN (2) 85

Duluth 11

Twin Cities 74

Total Students Participating 357

History of PSEO in Minnesota

In 1985 Minnesota became the first state in the country to formalize a student’s right to

apply to eligible post-secondary schools and receive both college and high school credit.

Post Secondary Enrollment Options was just one part of a package of school reforms

pushed by then Governor Rudy Perpich, a Democrat. This package also included the

high profile and more controversial proposal that allowed students to enroll in non-

resident school districts (open enrollment). PSEO benefited from the heated debate

over open enrollment, which left the PSEO policy comparatively under-scrutinized. The

PSEO portion of the package also enjoyed strong and crucial bi-partisan support of key

legislators, House Republican Connie Levi and Senate Democrat Tom Nelson.

According to one observer and writer on the politics of educational choice in Minnesota,

Connie Levi was instrumental in ensuring that the PSEO provisions in the package

remained strong and intact. “Many reform items in ‘Access to Excellence’ languished in

committee; others were scaled down into incremental adjustments. That this did not

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

happen to the post-secondary section was primarily due to the interest and involvement

of one lawmaker, Representative Connie Levi …” (Mazzoni, 1987). Support for the PSEO

proposal continued Connie Levi’s leadership in efforts to provide college coursework for

high school students. In 1982, she sponsored a law that allowed school districts to form

partnerships with post-secondary institutions and offer college courses for high school

students. Few districts acted on this option, which moved Levi toward support for the

more comprehensive, mandatory PSEO approach.

The stated purpose of the PSEO program, as spelled out in the original legislation, is “to

promote vigorous academic pursuits and to provide a wider variety of options to high

school students by encouraging and enabling secondary pupils to enroll full-time or part-

time in nonsectarian courses or programs in eligible post-secondary institutions.”

(MnSCU, 2001)

Other Studies on PSEO

During the program’s 20 years, six major studies have been completed. Reported here

are the results of Center for School Change polling and surveys completed in 2005. Two

major studies were published in 2001 – one by the Center for School Change and

another by MnSCU. In 1997, a longitudinal study of 500 randomly selected PSEO

students was completed by University of Minnesota doctoral student Doug Mullin. A

major program review was undertaken by the Legislative Auditors Office in 1996. The

legislation authorizing PSEO also called for a study one year after the program began;

this study was completed in 1986. (Boyd, 2002; MnSCU, 2001; Office of Legislative

Auditor, 1996; Mullin, 1997)

Most of these studies focus on the usage patterns and the family and student

experience. Less research has been done, however, on the academic or financial

impacts of the program. To the extent that academic impact is explored, it is based on

GPA’s of PSEO students and on student and family self-reports (via surveys). MnSCU

and the Minnesota Department of Education have estimated financial impacts for

families, the state and the federal government, but further research is needed to fully

understand the financial implications.

National Context

While almost no two states handle secondary student access to college courses in

exactly the same way, support for and participation in this option among lawmakers and

families is strong and growing nationwide. Recent CSC polls of Minnesotans, for

example, show 82% of residents support the program.

In 1985, Minnesota began the movement to formalize high school student access to

college courses. But it wasn’t until around 2000 when states across the country

accelerated their use of dual or concurrent enrollment programs (Hoffman 2005). One

recent study estimates that currently 10 to 30 percent of high school juniors and seniors

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

across the country have taken at least one college course before graduation (Hoffman,

2005). This percentage is consistent with a 2001 MnSCU estimate that 20% of

Minnesota high school seniors earn college credits before graduating (MnSCU, 2001).

States have a variety of reasons for adopting PSEO programs. Rationales include:

• Preparing students for the academic rigors of college

• Provid ing more realistic information to students about the skills that they will

need to succeed in college

• Exposing traditionally non-college-bound students to college

• Providing curricular options to students

• Improving motivation through high expectations

• Lowering the cost of post-secondary education for students

• Promoting institutional relationships between colleges and high schools. (Bailey

and Karp, 2003)

State level PSEO policies vary across the country based on a number of factors –

whether or not the program is mandatory for secondary schools and/or post-secondary

schools; how credits are awarded; how much state oversight is given; admissions

requirements and targeted student populations; location of courses; instructor

requirements; and who is financially responsible (Karp. et al, 2004). In twelve states,

these policy decisions are not addressed at the state level. In these states individual

districts and post-secondary institutions reach agreements to cooperate as they see fit.

Minnesota is one of 18 states that have comprehensive programs. Comprehensive

programs according to the Education Commission of the States are programs that:

allow students to enroll in post-secondary course at minimal or no cost; permit course

credits to be applied at both the high school and post-secondary institutions; and

contain few restrictions on eligible courses for student enrollment (ECS, 2001).

According to MnSCU analyses, Minnesota’s program provides more control to students

and provides more generous financial support than most states (MnSCU, 2001).

National research on PSEO falls in to the same basic patterns as Minnesota research,

according to two recent national reports (Hoffman, 2005 and Karp et. al, 2004). Much

of the available data is on usage patterns and student satisfaction, although this data is

not consistent from state to state (Hoffman, 2005).

Data from some states with large programs, like Florida, is leading national education

thinkers to look toward programs like PSEO as a tool for increasing the number of

students from ethnic minority groups who receive college degrees (Hoffman, 2005).

Seventy -percent of African American students in Florida who have taken at least one

college course in high school enroll in post-secondary education compared with 45% of

those who have not taken college course work. For Hispanic students these

percentages are 69% and 54% respectively.

Admission standards vary considerably from state to state, but generally they require

students to be academically advanced, based on a variety of measures in order to enroll.

Academic requirements for PSEO students in Minnesota are established by the post-

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

secondary institution and are in all cases, except technical colleges, more stringent than

the requirements for those students applying for admission post high school graduation.

But some states are beginning to re-think the type of high school student that will

benefit from and succeed in college courses. Some states, for example, require

students to have high academic achievement only in those academic areas in which they

plan to enroll. This type of policy, for example, allows students who excel in one subject

(such as math) to take advantage of advanced college courses in math, even if the

student is not in the top third of his class overall. Some states that are using

dual/concurrent enrollment programs to bring more low-income students and students

of color in to post-secondary education have also chosen to provide additional support

to these students.

Some states are beginning to incorporate dual/concurrent enrollment into their efforts to

reform and reshape high schools (Hoffman, 2005). Many states are re-assessing the

high school experience. These states are concerned that students are not graduating

college ready, even from suburban schools, and that many students are not adequately

challenged during high school, particularly during their senior year. Dual/concurrent can

address these issues by giving students college experiences before they graduate and

allowing students to make efficient use of their final years of high school. A recent

report by Jobs for Future raises the possibility that lines between high school and college

can be further blurred or removed altogether. This idea moves states away from

separate K-12 and post-secondary schools to a comprehensive “P-16” system.

Finally states and families across the country see the dual/concurrent enrollment

approach as a way to save not only time, but also money. Clearly families and students

understand that by completing some college coursework during high school they will

save on college costs. But states that have significant investments in post-secondary

education, as well as K-12 education, can save money. At a time when state resources

are particularly stretched, a policy approach that improves academic achievement at

both the high school and college levels and saves money is very appealing. While

consistent national data about cost savings is not currently available, state level analyses

show millions of dollars in savings for families and states. For more information on cost

savings, see Finding 9 of this report.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Findings

Finding 1:

There is strong statewide support among Minnesota residents for Post

Secondary Enrollment Options.

Earlier in 2005, the Center for School Change commissioned Mason-Dixon Polling and

Research to examine public attitudes toward the Post Secondary Options Act. Mason-

Dixon was selected because of their strong reputation. They do polling for a major

Minnesota metropolitan area newspaper, and a major Minnesota radio station, although

this poll was neither commissioned by nor connected to, either of those organizations.

Mason-Dixon described Post Secondary Options to survey respondents as follows: “Post

Secondary Options Program allows students to take courses while still enrolled in high

school, with tax funds paying the cost of tuition and books.” Those polled were asked

how familiar they are with the program (those results are described later in this report)

and then the following question:

How do you feel about this program? Do you strongly support it, support it, oppose it or

strongly oppose it?

Table 3: Support for PSEO program

Sex Age Region

Child in

School

State

Men Women

<50 50+ Mn/Stp

Rest Yes No

St Support

38% 28% 47% 39% 37% 43% 32% 38% 38%

Support

44% 51% 38% 47% 41% 41% 48% 51% 41%

Oppose

8% 9% 7% 6% 10% 7% 8% 5% 9%

St Oppose

3% 4% 2% 2% 4% 3% 3% 3% 3%

Undecided

7% 8% 6% 6% 8% 6% 9% 3% 9%

Statewide, 82% of those surveyed either strongly support or support the program,

compared to 11% who oppose, or strongly oppose the program. Support levels are

highest among women (85%), people under 50 (86%), and people with children in

school (89%).

In this survey, 625 registered Minnesota voters were interviewed statewide by

telephone. They represent a random sample of voters. Mason-Dixon reports that the

results have a margin of error of plus or minus 4 percentage points. This means that

there is a 95 percent probability that the “true” figure would fall within that range if the

entire population were sampled. The margin for error is higher for any subgroup, such

as a regional or gender grouping. (Mason-Dixon Polling, 2005)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Finding 2:

Students are benefiting from PSEO.

The message from PSEO students and their families is consistent and clear – they

strongly endorse PSEO. The fall 2005 Center for School Change survey of 357 PSEO

students found that 97% of the students surveyed were either “satisfied” or “very

satisfied” with their experience. This high level of satisfaction has remained virtually

unchanged since the program began in 1985. The first major study of PSEO

participation, completed after the program’s first year, found that 95% of parents and

student participants were satisfied or very satisfied with the program (MDE, 1987). Four

studies conducted during the intervening years show consistent results. In 2001, a

Center for School Change study showed satisfaction levels remained at the same

extremely high level (Boyd, et. al 2002). In 1996, the Legislative Auditor’s Office

completed a major review of the program and found that seventy-three percent of the

students they surveyed were “highly” satisfied (OLA, 1996). Ninety-seven percent of the

500 randomly selected PSEO participants in a 1997 study rated the value of the program

as “good” or “very good.” (Mulllin, 1997)

The 1996 Legislative Auditor’s study and a 2001 study by MnSCU also gauged

satisfaction levels among post-secondary school PSEO administrators. Satisfaction

among these administrators has been climbing. In 1996, 71% of PSEO post-secondary

administrators thought the program was performing satisfactorily. By 2001, this

percentage had risen to 98% (MnSCU, 2001).

In surveys conducted by CSC in both 2001 and 2005, students cited a number of specific

benefits shown in Table 4.

Table 4: Benefits of PSEO

2005 2001

Learning more than in high school 94% 77.8%

Saving money because tuition was free 92% 86.2%

Saving time because getting high school and college

credit at the same time

91% 84%

Feeling more academically prepared for college 85% 79.6%

Knowing what to expect in a college environment 85% 77.9%

Being challenged more than in high school 81% 75.2%

Students report a number of academic benefits from participation. For example, 92% of

those students completing Mullin’s survey in 1997 indicated that they had enrolled in

post-secondary education and 96% were expecting to graduate with a college degree.

According to this same study, 94% of students reported a positive impact on their

educational development, 82% on study habits and 89% on preparation for post-

secondary matriculation (Mullin, 1997). The Legislative Auditors Office found in 1997

that more than 70% of students reported the following benefits from participation: they

became better prepared academically, they learned more than they would have in high

school, and they grew more knowledgeable about what to expect in college (OLA,

1996).

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Several studies have found that students who entered post-secondary institutions with

prior college credits

• Earned more credit or passed more units than those entering without college

credit

• Had a higher grade point average

• Had a higher graduation rate. (Martinez and Klopott, 2005)

Students also were asked by CSC, “If you were to do it over again, would you choose to

participate in the PSEO program…definitely, probably, uncertain, probably not, or

definitely not?” In 2005, 86% said “definitely,” 12% said “probably,” and only 1% said

“probably not,” or “definitely not.” In 2001, 87.2% had the same response, “definitely”,

9.5% said “probably yes.” Less than 1% said “probably not,” or “definitely not.”

Behind these numbers are thousands of real students who have benefited individually

from the program. Students from low, middle and higher income families and from

across the state illustrate in their own words below the diversity of benefits they

received from participation in PSEO.

***********

Back in 1986, I had only good things to say about my education at Winona Senior High

School. I saw PSEO as a way to complement my advanced high school courses with a bit

of variety like courses on Asian history, Latin American politics, and French. I took one

class a quarter for two years.

PSEO as offered a bit of freedom at the end of my high school day as a number of us car

pooled over to Winona State University. I wasn’t prematurely disconnected from the

high school, in fact I was elected to serve as the president of the WSHS Student Council

my senior year…. my head start at WSU combined with my father’s death from cancer,

made the choice to continue at WSU rather than attend St. Olaf where I was also

accepted an easy choice. With one summer session, even a study abroad term overseas,

I managed to graduate in 3 years. (Clift)

***********

I took courses at Bethel College (now Bethel University). It was a wonderful

place to do the program because they were very welcoming and tried to make

PSEO students feel like part of their community. We were allowed to register

before the undergraduate students to insure that we got all of the courses we

needed in order to graduate. While at Bethel I took Basic Economics, Statistics,

American Politics and Government, College Writing, Intro to Psychology,

Information Technology & Applications, Harp Lessons, and Basic

Communications. I was also able to be involved in campus activities and extra

curricular activities. I joined Bethel’s dance team, which was a great way to

meet people since I was not living on campus. I was also involved with Bethel’s

orchestra and had the opportunity to play in their big Christmas concert. (Falk)

***********

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Looking back, I couldn’t be more pleased about my decision to do PSEO. I loved being in

those college courses and being academically challenged for once in my life. I was also

happy that I decided to do my PSEO work at St. Thomas. I knew that St. Thomas was

where I wanted to go to college, so it really gave me an extra head start. Not only did I

know my way around campus, but I was familiar with the psychology department and

some of the professors when I actually started school there. The only thing I didn’t like

about PSEO was that I had to drive so far to go to class. I live in Wyoming, Minnesota

and would drive 30 miles to attend classes at St. Thomas. It was a hassle, but was well

worth it in the end.

(Coopersmith)

***********

Enrolling in the PSEO program gave me an advantage compared to others who

did not have the same experience. I was able to see the important relationship

between what I learned in high school and the effect it had on college. Because

of that I became more mature, focused more in classes and was ready for

college when I entered my freshman year. I completed my PSEO program with

24 credits. Because of PSEO I completed college in three years. During that time

I was able to study abroad in Toledo Spain for one semester. I graduated from

the University of Minnesota with two Bachelor of Arts in International Relations

and Spanish. (Nyembwe)

***********

In my two years of participation in the PSEO program, I took courses at a private college,

two public universities, and a community college. I took a total of 29 college credits:

Introduction to Prose Literature, Introduction to Biology, and English Composition at

Mankato State University, College Algebra at Dakota County Technical College, Calculus I

and Computer Science I at Gustavus Adolphus College, and Spanish I (5 credits) at

University of Minnesota; my cumulative GPA across all these courses was 4.0. I am very

glad I took courses at a variety of schools, both public and private. It gave me the

opportunity to explore my options in secondary education prior to starting as a full time

student and certainly influenced my decision to attend Macalester College, a private

liberal arts college. (Lars Anderson)

***********

Being raised on a farm in rural Crookston with four other siblings, money was

certainly not in abundance for my family and I was fully aware that if I chose to

continue my education, I was going to be the one to pay for it. Therefore, by

enrolling in the PSEO, I would get a year of college paid for plus still be able to

attend my high school events. I took my college classes in the morning and was

back at the high school in the afternoon to eat lunch with my friends and attend

my extracurricular activities. I really had the best of both worlds…

The most difficult situation I experienced, which I was glad when it was over,

was standing in front of my classmates who were four to five years older than

me and presenting my speeches in Speech class. Talk about intimidating but I

survived and I was happy when the class was over. If there was one thing to

change about my PSEO experience, I would not have taken that class.

However, having most of my generals finished by the time I attended Concordia,

I was able to start taking classes in my major my first year which allowed me to

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

graduate with four majors and one minor. I didn’t, however, graduate early

which was my choice not to. I wanted to stay at Concordia for the full four years

and finish with my classmates. (Rupp)

***********

I enrolled in the AP courses at Eden Prairie High School in the fields of English, American

History, European History, Calculus, Physics, Biology, Spanish, was a member of the high

school choir for four years, and took art classes; therefore I never had what our school

called a “free period.”,… I looked at the option of PSEO, as a way I could supplement my

high school education.

…I finally determined that my high school career should be supplemented by additional

art classes, via the PSEO option. My junior year of high school, I enrolled, first semester

at Normandale Community College in Bloomington, Minnesota….I took a painting course.

I loved this option as it allowed me to explore every interest that I had. I was able to

stay enrolled in my AP classes, stay committed to choir, fulfill the Profiles of Learning,

and remain in my Varsity sport of swimming while still taking these art classes. Now,

many people would say this schedule was crazy. However, for me, art was a way of

relaxing and developing a different part of myself that AP classes and the Profiles of

Learning could not. (Swiggum)

***********

I saved an entire year of tuition costs because I enrolled in post secondary. I

believe that without this benefit I would not have been able to afford a private

school education in college. For this reason alone, I am extremely grateful for

post secondary enrollment options. During my experience at RCTC I took

classes in art, economics, English, political science, sociology, and speech. The

classes proved to be a much larger challenge for me, but for once in my life I felt

like homework was actually work. I received 34 credits in the year I was

enrolled and was able to maintain a 3.6 GPA compared to my 3.9 I had in high

school. I feel that this reflects the increased challenge, but my extra work

should also be considered so that it doesn’t understate the difficulty of college

courses. My high school classes required very little out of school work. My year

at RCTC involved an average of two hours of homework for each hour of class,

not including hours spent preparing for projects and tests. The extra time spent

out of class reflects the increased challenge I experienced during the college

courses. I was extremely happy with my transition into the college life. I was

expecting it to be difficult to make friends because I was still a “high school”

student, but I found people to be extremely accepting. The only thing I wasn’t

expecting was the difficulty of maintaining friendships with the friends I did have

at my high school. We had different lives and different stories to be told. Simply

put, the things we had in common in the past were a thing of the past. It was a

challenge to stay close with them when I was developing friendships with new

people, but I also think it was a good experience because it prepared me for

what would have inevitably happened a year later. (Thiesen)

***********

I…appreciated the freedom that I had to choose my classes and make my own schedule.

I received great experience from that, and when it was time for me to make my schedule

in college I was able to do it without much difficulty. I liked the fact that my professors

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

did not treat me like I was in high school; but they treated me like the rest of their

college students. I enjoyed having an option to play sports at the college or still play

sports at my high school. I also enjoyed being able to tutor students at the college;

sometimes I tutored post secondary students, other times college students. It was a

great way to keep up with the subjects I was good at and also help someone else. I

really appreciated that my credit counted for high school and college. I went into college

my freshman year with forty-nine credits which made me a second semester sophomore.

(Sheppard)

Finding 3:

Most PSEO students are performing at very high levels.

Early in the debate over PSEO, some opponents questioned whether high school

students would take college courses seriously and perform at acceptable levels once

they enrolled. For this study information on this issue was obtained from two University

of Minnesota campuses (Twin Cities and Duluth), and Normandale Community College.

When CSC asked, other institutions said that statistics comparing grade point averages

of PSEO and more traditional students were not available. However, according to

MnSCU, “On average, PSEO students attending courses at college and university

campuses consistently earned higher grades than college and university students taking

the same courses.” (MnSCU, 2001) At all three campuses responding to CSC’s request,

PSEO students had a higher grade point average than the freshman class.

Table 5: PSEO and College Freshmen GPA Comparisons

Fall 2004 GPA

UMD Freshman Class

UMD PSEO Students

(Aker, 2005

2.575

3.36

Normandale Freshman Class

Normandale PSEO Students

(Smith, 2005)

2.64

2.95

Spring 2005

UMD Freshman Class

UMD PSEO Students

(Aker, 2005)

2.35

3.20

Normandale Freshman Class

Normandale PSEO Students

(Smith, 2005

2.67

2.94

UM Twin Cities 2004-05

Freshman Class

PSEO Students

3.07

3.48

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

What do these higher grade point averages say about PSEO students? Definitive

judgments are difficult. More research is needed. But it is possible to note that

whatever else is happening, PSEO students on these campuses are not trying to “just

get by.” Their grade point averages are almost a full half point higher than the typical

freshman on the Twin Cities campus, and almost a full point higher on the Duluth

campus.

Admissions standards may be part of the explanation. Within the MnSCU system in all

cases, except technical colleges, PSEO students are required to meet higher academic

admission standards than students who enter these institutions after high school

graduation. In any event, the vast majority of the students who participate are clearly

capable of on-campus college coursework.

Finding 4:

Student participation continues to grow, but some segments of the

student population are under-represented.

During the 20 years of its existence, over 110,000 students have directly taken

advantage of the opportunities afforded by PSEO to pursue vigorous academic

coursework and alternative educational options on college campuses (MDE, Etheridge

2005). Usage has steadily risen from 3,523 students in 1985-86 to 7,471 in 2004-05.

Table 6 details the program’s growth. MnSCU estimated in 2001 that 20% of Minnesota

high school seniors earned college credits before graduating (MnSCU, 2001).

Table 6: Students participating in Post Secondary Enrollment Options on

college campuses (MDE, Etheridge, 2005)

1985-86 3,523 1992-93 5,443 1999-00 7,147

1986-87 3,945 1993-94 6,218 2000-01 7,098

1987-88 5,035 1994-95 6,663 2001-02 7,211

1988-89 5,876 1995-96 6,393 2002-03 7,546

1989-90 5,860 1996-97 6,566 2003-04 7,169

1990-91 6,668 1997-98 6,999 2004-05 7,471

1991-92 7,546 1998-99 7,115

Public school participants in PSEO are disproportionately female and affluent. The

gender gap is significant and growing. In 2004-2005, 67% of participants were female,

up from 64% in 1996 (MDE, 2005; OLA, 1996). Statewide females made up 48% of

and 12

grade public school students in 2004-05. PSEO students, on average, also

have higher family incomes. While 24% of the 11

and 12

graders statewide qualify

for free and reduced lunches, only 13% of PSEO participants do so.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

In 2004-2005, students of color were under-represented in PSEO programs and over-

represented in Area Learning Centers or ALCs (an option designed for students who are

experiencing difficulties in traditional district schools). For example, African-American

students are 8% of 11

and 12

graders, 4% of PSEO students and 18% of ALC

students. The proportions are similar in the Hispanic student population. Four percent

of all 11

and 12

grade students, 2% of PSEO students and 6% of ALC students

coming from this demographic group. This disparity has developed since 1996 when the

Legislative Auditor study reported that 10% of both eligible students and PSEO

participants were ethnic minorities. One national study that looked at local program

evaluations found that Minnesota is not alone. These evaluations showed that “dual

enrollment programs predominately serve white, middle-class students, with the

exception of a few programs that specifically target minority or low-income students.”

(Martinez and Klopott, 2005)

Table 7: Demographics of PSEO, Area Learning Centers (ALC) and Statewide

and 12

Graders

11-12 Grade

Public School

Students

11-12 Grade

Public School

Students in

PSEO

11-12 Grade

Public School

Students in ALCs

All -

Statewide

149,734 (100%) 5,990 (4%) 31,771 (21%)

Female 72,278 (48%) 3,984 (67%) 14,168 (45%)

Free/Reduced

Lunch

36,434 (24%) 786 (13%) 9,347 (29%)

Special Needs

21,969 (15%) 223 (3%) 4,396 (14%)

White 121,010 (81%) 5,210 (87%) 20,531 (64%)

African-

American

12,443 (8%) 229 (4%) 5,723 (18%)

Hispanic 5,713 (4%) 92 (2%) 2,044 (6%)

American

Indian

3,352 (2%) 59 (1%) 1,110 (4%)

Asian 8,206 (6%) 402 (7%) 2,462 (8%)

According to the 1996 Legislative Auditor study, students in the Twin Cities metropolitan

area are more likely to make use of the program and proximity to a post-secondary

institution is a predictor of high enrollments. Most PSEO students attend MnSCU

institutions (community colleges, technical colleges or state universities). In 2004-2005,

74% of all PSEO students took their coursework at MnSCU campuses.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Table 8: PSEO Participation by Institution Type (2004-2005) (MDE, 9/19/05)

Institution Type Number of

Students

Percentage of Students

Technical Colleges 551 7%

Community Colleges 2,656 34%

State Universities 777 10%

University of Minnesota 948 12%

Private Colleges 1,065 14%

Combined Comm./Tech 1,750 23%

CSC surveys of PSEO students found that proximity to home was the most often cited

factor for students when choosing their post-secondary institution. Eighty-one percent

of surveyed students in CSC’s 2005 survey listed this as a reason for choosing their

PSEO post-secondary institution. Given the large number and geographic dispersion of

MnSCU campuses across the state, it is not surprising that the vast majority of students

complete their PSEO coursework there.

Finding 5:

Special education students are among those taking advantage of PSEO,

although participation rates appear to be declining.

PSEO has helped a number of students with special needs make the transition from high

school to college. Information for this study was gathered at a meeting with about 80

parents of high school students with special needs. The meeting was convened by

PACER, an information and advocacy group that works with families whose children

have some disability or special need. Asked if they were familiar with opportunities

offered by the Post-Secondary Options program to their children, less than 10% of the

parents raised their hand.

In 2004-05, 3% of the public school students participating in PSEO were classified as

special needs. Statewide 15%

of eligible students (11

and 12

graders) were placed in

this category (MDE, 2005). Participation rates appear to have declined from a 1991

study which found that eight percent of the reported participants in PSEO had some

form of disability or special need. The majority of PSEO students with disabilities were

attending technical colleges. In fact, the 1991 report showed that 26% of PSEO

students at technical colleges were students with disabilities or special needs. (Lange

and Ysseldyke, 1991).

There is considerable anecdotal evidence demonstrating the value of this program for

special needs students. For example, Tim Skaja, Director of Student Support Services at

Anoka Technical College, described several PSEO programs at his institution that include

students with special needs. Of the 60 students in the program each year, Skaja

estimates that roughly 20% are students with special needs. These students have had

particula r successes in the areas of welding, machine trades, automotive, and

emergency medical technician.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Through a partnership with District 11, the Anoka Technical College has a high school on

campus. The Secondary Technical Education Program (STEP) is not just a high school,

but a way of transitioning students to college. Eleventh and 12th grade students can

attend college classes either full-time or part-time. By earning college credit while still in

high school, some PSEO students are even able to graduate from high school and two-

year college simultaneously. (Skaja, 2005)

Dena Russell, interim director of Admissions and PSEO Coordinator at Minneapolis

Community and Technical College says that her institution typically has 100 to 130

students per semester under PSEO. Perhaps five to ten of them are students with

special needs. It “works very well with some students, and simply does not work for

others,” she reported.

MCTC has partnered with the Minneapolis Public Schools on a program called “Transition

Plus.” MCTC houses two Transition Plus counselors from the Minneapolis district, who

help students with special needs. These students must meet the same requirements

that other high school students must meet when applying to MCTC. Typically these

students are ages 18-21. Russell reports that students with special needs have had

success at MCTC in a variety of fields, including culinary arts, jewelry-making, liberal arts

and barbering.

Finding 6:

PSEO has had a positive impact on the larger K-12 system.

In addition to the direct impact of the program for those students participating, the

PSEO law has promoted “vigorous academic pursuits” in indirect ways as well. In

response to the law, high schools across the state have expanded opportunities for

students to earn college credit while in their high school. An important education

finance policy was first advanced in this Minnesota law -- money followed the student to

an education provider other than a school district. Under Minnesota’s program, the

appropriate proportion of state aid is removed from school districts when a student

enrolls in a PSEO course and funding is then “moved” to the post-secondary institution

where the student takes his or her courses.

Districts in Minnesota have responded to this financial incentive by increasing the

number of “college-level” courses available to students. Such programs can keep

students and their state aid in the district. Districts have added Advanced Placement

and International Baccalaureate courses to their offerings. Nationally, the number of AP

tests taken increased by 491% between 1986 and 2004. In Minnesota, this increase

was 988% during the same time period. In addition, many school districts have

responded to PSEO by developing their own agreements with post-secondary institutions

to provide college credit courses in high schools (or “college in the schools” programs).

(Minnesota Department of Administration, 2005) The number of students participating

in these programs has increased even more rapidly, ten-fold, from 1,200 in 1991-92 to

an estimated 14,000 in 2004-05 (MDE, Etheridge, 2005). So, PSEO has helped

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

encourage school districts to make “vigorous academic pursuits” available to many more

students in their school buildings.

Table 9: Increase in AP Tests (College Board, 2005)

Number of Students Who Took AP

Tests

Number of AP Tests Taken

Nationally Minnesota Nationally Minnesota

1986 231,378 1,970 319,224 2,483

2004 1,101,802 17,437 1,887,770 27,007

Percent Change 376% 785% 491% 988%

In 1996 the Legislative Auditor asked Minnesota high school principals about the impact

of PSEO. Asked about how PSEO affected their school, 64% said it had increased

communication with post-secondary institutions, 28% reported it had no impact, and

only 1% said it had decreased their communication. (OLA, 1996)

Jerry Ness, Superintendent of the West Central Public Schools, near Fergus Falls, and

president of the Minnesota Rural Education Association, agrees that PSEO has

encouraged many districts to improve. Ness recently described the impact of providing

more options, such as Post Secondary Enrollment Options: “You have to be innovative

to survive. Giving students more choices among schools has made us much better.”

Ness explained how his district has responded to PSEO: “To combat post secondary

options, we’ve made partners out of them, rather than enemies.” (Ness, 2005). He

listed several agreements with post-secondary institutions that his district has

negotiated:

• Courses available at Alexandria Tech

• Colleges in the Schools with Fergus Falls Community College

• Using the same software in certain courses as is used in post-secondary

institutions, so that students are more familiar with what they will encounter

later in their educational career.

Ness reports that the same kind of response is happening in many rural districts. (Ness,

2005)

Gregg Allen, former principal and superintendent in the southern Minnesota district of

Nicollet, described how his district responded to Post Secondary Options. With two post

secondary institutions less than 15 miles away, “We had to do something.” (Allen,

2005)

Nicollet cooperated with Fond du Lac Community College to offer 16 credits a semester

in courses that earned both high school and college credit. Before beginning the

program, Allen interviewed students to see what they were seeking. “It wasn’t just

more challenging courses. They wanted to be treated more like adults. So we changed

the schedule for them, set up a separate lounge, and began offering the courses

between 10 a.m. and 2 p.m.”

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Response was very positive, from both the students and their parents. Every Nicollet

junior and senior took at least one of these courses and a number of juniors and seniors

spent most of their time in concurrent courses. Allen notes “Parents and students really

rose to the occasion. The students asked to be treated more like adults – and when we

did it, they showed us that they were ready.” Allen hopes to create a similar program

in Osakis, where he was recently hired to be superintendent. (Allen, 2005)

Benefits from competition can run several ways, promoting new partnerships in ways

not previously expected. “There’s something important that you’re missing. There’s

another benefit from the Post Secondary Option program that you have not described.

The benefits of competition can go two ways.” That’s what a western Minnesota school

administrator explained, as he discussed the PSEO.

The administrator agreed that Post-Secondary Options has encouraged many high

schools to increase the number of advanced, challenging classes. As he put it, “That’s

true. Schools do this to retain students, who might otherwise attend a nearby or local

college.” He continued, “But the program also has encouraged some colleges to

become more responsive and cooperative with high schools.”

Apparently, as the high school in his district began losing students to nearby colleges,

the district administration asked if these post-secondary institutions would be willing to

work with them to create what are often called “College in the Schools” courses. These

courses, taught in the high school, offer both high school and college credit. The

number of these courses has increased around the state since implementation of PSEO,

along with Advanced Placement and International Baccalaureate courses.

Initially, this administrator reported, neither nearby local higher education institution

was interested in cooperating. So the district contacted another Minnesota state

university that he had heard was open to this idea. They were interested. Together the

university and school district planned and began offering new “college in the schools”

courses, right in the high school. These courses were quite popular.

Hearing about this, a nearby community college changed its mind. Now its

administrators are willing to help the high school offer more challenging, college-level

courses in the high school. These new courses are valuable new options for students.

And the collaboration has helped high school teachers, who are working with college

faculty to offer the courses. Sometimes competition creates winners and losers - as in a

basketball or football game. But in this case, it seems everyone has won.

Finding 7:

While students have many college credit options available, little is

known about the comparative benefits of these options.

As the Minnesota Departments of Administration and Education have pointed out,

Minnesota high school students currently have a variety of options for earning college

credit while still in high school. These include the Advanced Placement program,

operated by the College Board in New York, the International Baccalaureate Program

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

operated by a group in Switzerland, “College in the Schools” courses offered in a

number of Minnesota high schools, along with the Post-Secondary Enrollment Options

Program. Each program has advantages and disadvantages.

Options are important for students and families and having such a large variety of

college level coursework available is valuable. At the same time, it is important that

students and families understand the advantages and disadvantages of each. AP, IB

and College in the Schools offer important opportunities to many students. They are

taught right in the student’s high school. A student need not arrange transportation to a

sometimes distant post-secondary institution. Students can easily be involved in a full

range of after school activities, while still taking these courses. Students also can

continue to see their friends during the school day. All of these are valid and important

advantages.

A potential disadvantage from the students’ viewpoint, especially for the AP and IB

courses, is that they are judged, for college credit purposes, on how well they do in a

single test given at the end of the course. This situation has been criticized by a

National Academy of Sciences Committee, which examined IB and AP courses. “Using

several sources of evidence of student progress also can provide a more accurate

picture of what students know compared with a single measure, such as an

examination. The single end of year examinations as found in AP do not adequately

capture student learning.” (National Academy Committee, 2002).

One PSEO participant explained the issue this way: “I attended a Twin Cities suburban

high school and took several AP courses my sophomore and junior years including AP

Calculus, World History, US Government, and US History, before going to full-time PSEO

my senior year. While I enjoyed some of my AP classes, it did not seem fair to have

your college credit depend on one exam at the end of the school year.” (Falk, 2005)

Throughout high school and college, whether students earn credit for a course is

determined by various projects, several examinations and other measures. While

acknowledging the value of advanced, challenging course work, such as that frequently

available in AP/IB courses, the National Academy Committee has advanced an important

disadvantage in the AP/IB approach.

The National Academy Committee also raises concerns about the “excessive breadth of

coverage,” or, as a

New York Times

story put it, “courses crammed in too much material

at the expense of understanding.” (Arenson, 2002)

It appears that no comparable national examination of “College in the Schools” courses

has been completed. But a Minnesota State College and University study raised other

concerns about some of these courses. It noted, “Most College in the High School

students are awarded grades that, on average, are significantly higher than grades that

college faculty award to on-campus PSEO students who take similar courses.” It noted

that for the 1999-2000 school year, the grade point for all PSEO courses taught by

college or university faculty was 2.92, compared to the average of College in the High

School courses taught by high school teachers of 3.16. (MnSCU, 2001) In some cases,

College in the Schools students may be involved in “grade inflation” and getting a

slightly inaccurate view of how college professors will view their work.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Another issue is teacher qualifications. In many post-secondary institutions, faculty

members specialize in a particular area – such as Physics, Chemistry, Modern American

History, Ancient Greek Mythology, etc. High school teachers often are expected or

required to teach a much broader array of courses. This can make it more difficult for

high school faculty to stay up to date on the latest developments in their field. High

schools have some outstanding faculty. But because of different responsibilities within

various institutions, college faculty may have more in-depth and updated knowledge of

their subject matter.

Reacting, in part, to concerns raised by high school teachers, administrators and other

educators, the Minnesota Legislature has allocated millions of dollars to help make AP

and IB stronger, more attractive options. For example, funds are available to

• help students pay the cost of taking AP and IB exams

• train teachers to offer AP, IB or College in the Schools courses.

What about the advantages and disadvantages of participating in PSEO? This report

already has noted the major advantages that high schools students describe: “Learning

more than in high school, being more challenged than in high school, saving time and

money, and learning what to expect in a college environment.”

What about disadvantages? The two most frequently cited disadvantages, listed by

21% of the students surveyed in 2005, were “transportation between my home/high

school and the PSEO institution, and scheduling problems between my high school and

post-secondary institution.” Thirteen percent of students in 2005, and 11.8% in 2003

listed not being “able to participate in sports, music or other extra-curricular activities.”

The internet and other communications technology provide new opportunities to provide

courses. This delivery mechanism can be used for AP, IB, College in the Schools and

PSEO courses. For example, the University of Minnesota, Morris and Northwestern

College in St. Paul provide PSEO courses via the internet. (Boever, Bosmans, 2005)

During the 2004-05 school year, Northwestern enrolled about 500 PSEO students via the

internet. The college expects about a 25% increase in PSEO distance learning

enrollment during the 2005-2006 year (Mattson, 2005). Emerging technology expands

the range of courses available to students, but also raises questions. How is student

performance in high school or college impacted by taking coursework online, instead of

in a high school or college classroom? Are some kinds of students more likely to

succeed using this approach?

Options are important. T he availability of the three “within-high school” options – AP, IB

and College in the Schools -- in addition to PSEO is very valuable for many, many

students. These options can provide an important challenge for high school students,

along with rewarding professional opportunities for high school faculty. However, good

information about options can help families make the best decisions about which options

are best for their children.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Finding 8:

Some students continue to experience resistance and hostility from

high school leadership and faculty who are not eager to see students

participate in PSEO.

Seventeen percent of PSEO participants surveyed by CSC in 2005, and 22.5% of those

in 2001 listed “unhelpful or unsupportive” teachers and counselors as a problem. The

MNSCU report describes this issue frankly: “We were provided with many anecdotal

examples of how secondary school administrators had discouraged PSEO participation.”

(MnSCU, 2001) These included:

• Some high schools would not incorporate PSEO grades into high school class

rank.

• Some high school ranking systems rewarded students for taking honors classes

in the high school, but not PSEO courses.

• In at least one community, local high schools students were required to miss two

high school hours in order to attend one college course.

As the MnSCU report noted, “Although state law does empower high school students to

pursue PSEO courses without the approval of secondary school administrators, in reality

high school students often find it difficult to challenge the authority of these

administrators.” (MnSCU, 2001)

Several of the PSEO participant papers that are part of this report speak eloquently to

this issue. One woman learned that, although her grades would normally make her the

class valedictorian, the high school planned for the first time in the year she graduated

not to name a valedictorian. It was not until a law suit was threatened that the school

changed its mind, awarding her valedictorian status. Despite her very high grades,

participation in sports and other service activities, she was not named to the school’s

National Honor Society. District administrators strongly, publicly criticized the PSEO

program. (Anderson, Lindsay 2005)

Another inner-city student reports that he was told initially that he could not participate

in the PSEO program because he did not have a high enough grade point average and

needed recommendations from two high school teachers. As he points out, he DID

have grades qualifying him for PSEO – and PSEO does not require recommendations

from teachers. Subsequently, he did enroll in the PSEO program. Because of PSEO, “I

graduated from the University of Minnesota in 3 years, with two Bachelor of Arts in

International Relations and Spanish.” (Nyembwe, 2005)

A Rochester area student who “enjoyed many things about being a post secondary

education options student” wrote:

The unpleasant experiences mainly came from trying to get into the program.

The advisor at my high school did not encourage me to come to the program,

and I had a real fight on my hands to try to get his signature. The only reason

he signed the necessary paper was because I was only going to go part-time. I

know that your high school has to approve for you to go to the program, but

they try to deny you the chance of going because of the money they lose to the

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

program. A high school advisor can refuse to sign the paper work without giving

you a reason, and the state should do something to make it more difficult for

high schools or school districts to do that. (Sheppard, 2005)

It’s important to note that of the eleven people who contributed essays, only 3 reported

problems with their high school. In the statewide surveys, about 20% of students

reported such problems. The majority of students did not report such problems, but

some did. It is also important to recognize that these essays and the surveys are from

students who participated in the program. Little is known about those students who are

not in the program either because they do not know about it or have been discouraged

from participating.

Finding 9:

There appear to be financial benefits to individual students, their

families and state taxpayers, but these benefits need further

examination.

In 2001, MnSCU estimated that the state government, the federal government, parents

and students saved $45 million. State savings account for nearly $32 million of this total

and family/students savings approximately $11 million. These analyses took into

account the retention rate within the system, state subsidies to post-secondary

institutions and state financial aid (MnSCU, 2001). These figures are for MnSCU

institutions which account for approximately 74% of PSEO enrollments. Additional

savings would be realized for programs at the University of Minnesota and to a lesser

extent at private colleges.

Programs in other states show similar savings. Washington State’s Running Start

program was modeled on Minnesota’s PSEO program. Washington state high school

juniors and seniors may take up to 18 hours of community college courses at no cost.

As in Minnesota, dollars follow students. The Washington State Board for Community

and Technical Colleges estimated that allowing high school students to earn college

credits saved the state $34.7 million in 2001-2002. (Kazis, 2004)

Finding 10:

Students and families lack information about PSEO.

Several sources suggest that more information about PSEO would be valuable. First, in

CSC surveys of students their consistent, number one recommendation is “make more

information available.” In a 2001 survey, 1,658 Minnesota PSEO participants responded

to a survey the Center for School Change (CSC) sent out. These students attended a

variety of post-secondary institutions throughout the state. Among other questions,

students were asked: “What ways, (if any) could the PSEO program be improved?” The

single strongest recommendation was that “More information should be distributed to

students about the PSEO program.” This was selected by 56% of the respondents. The

second most frequently selected response was “More information about which credits

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

may/may not transfer to other colleges/universities.” Fifty percent of students

mentioned this as a way to improve the program.

In 2005, the Center for School Change repeated this survey. Again, we asked PSEO

participants from throughout the state about how to improve PSEO. Once again, the

single most frequent suggestion was to provide more information. This time, 52% of

the respondents cited “More information should be distributed to students about the

PSEO program.” Forty-seven percent requested more information about which credits

would transfer.

These findings suggest some progress between 2001 and 2005. However, the fact

remains that more than 50% of respondents in both surveys, as well as in the Mullen

survey, recommended more information about the program. (Mullen, 1997)

The Minnesota State College and University System report also cited the need for more

information about PSEO. “MnSCU should work with the Minnesota Department of

Children, Families and Learning to develop informational materials, including websites,

about the options available for high school students to earn college credits.” (MnSCU,

2001) Twenty-three Minnesota higher education institution websites were examined for

this report to determine what information is available about PSEO. This is especially

important because every admissions office contacted was extremely busy. So having

information on the web can save time for students, families and colleges/university staff.

Information and ease of access varied widely. On some websites, getting information

about PSEO was extremely easy. On others, it was much more difficult to find.

Especially helpful websites included a search feature such as the one found on the

websites for Normandale Community College and the University of Minnesota. On these

sites, typing in “Post Secondary Options” brought a user immediately to the relevant

information, which was clear and well presented. The University of Minnesota - Twin

Cities campus website included information about PSEO at all University of Minnesota

campuses around the state, along with information about a number of metro area

institutions. Contact information and phone numbers were provided.

The Minnesota State College and University report describes a current dilemma that

higher education officials face in sharing information about PSEO:

Post-secondary administrators were very sensitive, though, to a

dilemma they faced on maintaining relationships with secondary

school administrators. On the other hand, colleges and universities

need to develop positive, working relationships with secondary

schools so that high school students would be counseled to

consider their post-secondary programs. On the other hand,

college and university administrators were sympathetic to the

challenges that high school students faced in convincing

secondary school administrators that PSEO was an attractive

alternative…We were provided with many anecdotal examples of

how secondary school administrators had discouraged PSEO

participation. (MnSCU, 2001)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

A statewide Minnesota poll, conducted in February, 2005, found that the vast majority of

Minnesotans do not feel they are very familiar with the program. The question was as

follows:

Post-Secondary Options allows students to take college courses while still enrolled in

high school, with tax funds paying the cost of tuition and books.

Are you very familiar, somewhat familiar, not too familiar, or not at all familiar with this

program?

Table 10: Familiarity with PSEO

Sex Age Region

Child in

School

State

Men Women

<50 50+ Mn/Stp

Rest Yes No

Very familiar 37% 28% 45% 47% 27% 40% 32% 48% 32%

Somewhat

Familiar

37% 39% 35% 31% 42% 32% 44% 37% 37%

Not too

familiar

11% 13% 9% 13% 10% 11% 11% 8% 12%

Not at all

familiar

15% 20% 11% 8% 21% 17% 13% 7% 19%

Six hundred twenty-five registered Minnesota voters were interviewed statewide by

telephone. They represent a random sample of voters. Mason-Dixon reports that the

results have a margin of error of plus or minus 4 percentage points. This means that

there is a 95 percent probability that the “true” figure would fall within that range if the

entire population were sampled. The margin for error is higher for any subgroup, such

as a regional or gender grouping. (Mason-Dixon Polling, 2005)

In summary, students and families are currently at the mercy of school administrators

and counselors that have a financial incentive to keep students out of PSEO and in their

classrooms. Some districts and schools clearly do a good job of informing students and

families about their PSEO opportunities, but the current approach is often described as

requiring McDonald’s™ to inform customers about Burger King’s™ products. This

approach clearly isn’t getting enough good information about PSEO into the hands of all

students and families.

Finding 11:

In some cases, access to PSEO may be limited unnecessarily by

admissions criteria and institutional caps.

According to Danielle Tisinger, Associate Director of Advanced High School programs,

University of Minnesota, Twin Cities, there were more than 700 well qualified students

applying for 500 spots at the University of Minnesota Twin Cities campus for fall, 2004-

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

2005, and more than 100 applications for the 50 spots available for spring 2005

semester. Apparently in the late 1990’s, a decision was made at the University of

Minnesota to limit the number of PSEO applicants because of “misplaced fears.”

These include the idea that PSEO students were not doing well. As noted in Finding 3,

PSEO students, on average, have a higher grade point average at the University of

Minnesota. This was also true in the mid-1980’s. Secondly, there was a fear that PSEO

students would take courses that traditional freshman were seeking. Again, Tisinger felt

this issue had been resolved, so that traditional freshmen were not losing places to

PSEO students.

In the early 1990’s, Minnesota’s Community College system made a decision to modify

admission into PSEO. Then, in 1995, the MnSCU system adopted Board Policy 3.5,

stipulating in part that at state universities and community colleges, PSEO enrollment

would be available on a space-available basis, enrollment would be limited to juniors in

the upper one-third of their class and to seniors in the upper one-half of their class.

Students who did not meet these criteria could be considered for participation “through

special appeal by the high school principal or counselor.” (MnSCU, 2001)

These changes came about for several reasons.

• Some PSEO students were not succeeding in their college work. They apparently

were not ready for the greater freedom and less structured environment of

college.

• Some school district administrators were displeased about students leaving their

schools to take higher education courses. Administrators felt that sometimes

students took less demanding courses, or courses available in the high school.

Administrators also were not pleased about the loss of funds. These concerns

were described, for example, in the 1996 Office of Legislative Auditors’ study

(OLA, 1996).

No one wants students to fail, whether it is in high school or college. Clearly, as many

of the papers included in this document note, PSEO is not an appropriate option for all

students. However, sometimes class rank, test scores and grade point average are not

good indicators of a student’s potential. One of the things that legislative testimony

showed in the late 1980’s was that some of the most successful PSEO students were

those who had not done especially well in high school. Here are several examples

offered by Darryl Sedio, who was Coordinator of the University of Minnesota’s Advanced

High Studies program at the time:

• Craig K – ranked in the bottom 26 percent of his high school class. His high

school grade point average was 1.88. His University of Minnesota grade point

average is 3.9

• Lynn J – ranked in the bottom 40 percent of her high school class. High school

grade point average was 2.1. University of Minnesota grade point average: 3.0.

She found a career direction through a PSEO course and did research on campus

in a psychopharmacology lab.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

• Pete M – ranked in the 59

percentile of his high school class – 41% of his high

school class had a higher grade point average. Pete’s high school counselor

called the University of Minnesota twice to question whether Pete should be

enrolled in PSEO. Pete maintained a 4.0 grade point average at the University of

Minnesota.

• Laura L – ranked in the bottom 1/4 of her high school class. There was a

significant disparity between Laura’s high school grades and tests of scholastic

aptitude. Her high school grade point average was 1.78, and her University

grade point average was 3.2. (Sedio)

Current policies make if very difficult for such students to enroll in PSEO in most

Minnesota institutions, unless they have a strong recommendation from their school.

But in some cases, students like this will not receive recommendations from high school

administrators. Indeed, in one case cited above, a high school counselor strongly

recommended that the student not be admitted.

As discussed earlier in this report, leading education reformers and policymakers are

beginning to advocate for more flexibility in determining which students are likely to

succeed in dual or concurrent enrollment programs (Hoffman, 2005; Fitzpatrick and

Berman, 2005). Jobs for the Future, for example, supports the use of PSEO as a policy

tool to increase post-secondary success among under-represented populations. As

Florida’s program demonstrates, this approach can be highly successful. However, caps

on enrollments and rigid enrollment requirements can make it difficult to broaden

participation. Minnesota’s minority students are less likely to participate in PSEO than

their white counterparts. In order to address this issue, post-secondary institutions may

need to re-examine whom they admit.

To their credit, some institutions are looking at various factors. A number of PSEO

coordinators agreed that they would sometimes admit students for one or two courses

who did not have a strong GPA or test scores, but appeared to have an unusual skill or

aptitude. These students generally were admitted “on probation” and given a term to

show that they were ready for college level work. But information about such

exceptions does not appear on most higher education websites.

Florida, for example, has encouraged average achievers to take advantage of their dual

enrollment program and has a wide diversity of student participants. This program has

been shown to increase the percentage of minority students who go on to post-

secondary education. Other states allow students to demonstrate proficiency and take

college coursework in just one or two academic areas (Fitzpatrick and Berman, 2005).

Another approach would be to allow students who do not meet current admissions

criteria to show what they can do. This might mean allowing students to enroll in just

one or two courses, with the understanding that they would have to earn at least a B

average to continue.

The possibility of greater failure rates is real. But so is the possibility of helping some

young people, like the ones described above, who are not well-suited to existing high

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

schools. This will require somewhat greater flexibility and careful consideration on the

part of some of Minnesota’s post-secondary institutions.

Recommendations

Student experiences and research reported earlier lead to the report’s final

recommendations.

1. Significantly more information needs to be provided about PSEO. The Minnesota

Department of Education and Minnesota Office of Higher Education, as neutral

parties, should take the lead in this effort. Here are several ways this might be

done:

a. Colleges and universities might place information on the “home page” of

their website that is entitled “Information for high school students.” This

could include both information about traditional admissions, and

information about PSEO.

b. A new partnership might be created involving the Minnesota Department

of Education, Minnesota Office of Higher Education, business community,

Minnesota Minority Education Partnership, various communities of color

and the news media. The focus of this effort would be to more effectively

communicate information to families and students about the Post-

Secondary Enrollment Options program, as well as other opportunities to

take college-level courses while in high school.

2. Minnesota Department of Education officials should remind district and school

officials about the details of the PSEO law. Specifically, district and high school

faculty need to understand that students have a right to apply for PSEO without

obtaining permission from high school faculty or administration.

3. Some higher education institutions should strongly consider expanding the

number of PSEO slots available and increasing the flexibility of admissions

requirements. It appears that at some institutions, a certain number of qualified

potential PSEO students were not admitted because the institution had placed a

limit on the number of such students. Moreover, evidence suggests that some

students who do not meet current admission requirements can excel in PSEO.

More flexible criteria at some institutions could allow some of these students to

participate in the program.

4. Research should be carried out to examine the success rates of students

participating in various forms of Advanced High School programs. These

programs include IB, AP, College in the Schools and Post Secondary Enrollment

Options. Since the state provides funds to help support these programs, it is

important to know what happens to those who participate 5-10 years after they

graduate from high school.

5. More high school students should be encouraged to participate in PSEO, College

in the Schools, AP and IB programs. Each of these programs has advantages

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

and disadvantages, but each helps students reach important goals. Students

differ in their needs, priorities and maturity. More students taking challenging

courses in high school means more students ready for college. It means less

time and money spent on remediation. It means more students not only

entering, but graduating from some form of post-secondary education.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

References Cited

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Arenson, Karen W., “Study Faults Advanced-Placement Courses,”

The New York Times,

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15, 2002

Bailey, Thomas, and Karp, Melinda Mechur, “Promoting College Access and Success: A Review of

Credit-Based Transition Programs,” New York City Teachers College/Columbia University

Community college research Center, November, 2003, available at

ccrc.tc.columbia.edu/Publication.asp?UID=9

Boever, Brenda, University of Minnesota-Morris, interview with author, December, 2005.

Bosmans, Donna, Northwestern College, interview with author, December, 2005.

Boyd, William Lowe, Hare, Debra, and Nathan, Joe,

What Really Happened? Minnesota’s

Experi ence with Statewide Public Sc hool Choice Programs

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www.tbr.state.tn.us/summit/Reference/Missing%20Middle.pdf

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Governors Association and the Center for School Change, 2005.

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Future, April 2005.

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Department of Education, March 2004.

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Secondary Credentials for Underrepresented Youth,

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Press, 2004

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Participation of Students with Disabilities and Special Needs

in Postsecondary Enrollment Options

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Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

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Colleges and Universities, “Post-Secondary Enrollment Options Program,” St. Paul,

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Nathan, Joe, “Progress and Challenge in Rural Minnesota Public Education,” RMJ – the Rural

Minnesota Journal, forthcoming,2006.

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Dissertation, University of Minnesota, February, 1997.

Ness, Jerry, interview with author, November 2005.

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this report, Minneapolis, November, 2005

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p. 1

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Appendix 1: Student Essays

Overcoming Obstacles for Challenging Education

By Lindsay Anderson

August 25

, 1997 was not only my 16

birthday, and the day I would take my driver’s

exam, but it was also the day of my first college class. During my driver’s exam, I feared failing

and having my mom drop me off at college for my first day of College Algebra. Fortunately, I

passed the exam and drove myself to my first class. After this class, I knew I would go full time

in the PSEO program my junior and senior years of high school. I knew that I would potentially

be giving up on my chance at Valedictorian, but the college provided the challenging

environment that I was lacking at high school. I was bored in high school and the professors and

classes at Southwest State University provided the environment where learning was rewarded.

My professors knew I was PSEO and not once tried to bring me down because of it. They were

always encouraging me to take harder classes, tutor other students, etc. This response, as

compared to the response I received from my high school, sparked my aspiration to continue

learning.

Before I stared the PSEO program my junior year, I developed a spreadsheet of my

junior and senior year high school requirements and my first and second year requirements at

the University of Minnesota – Carlson School of Management. With this spreadsheet, I was able

to select classes that satisfied both high school and college requirements to utilize all of my PSEO

classes. I completed the following classes my junior and senior years of high school: College

Algebra, Trigonometry, Calculus, Sociology, Accounting, Intro to Computers, Fundamentals of

College Writing, Fundamentals of Public Speaking, Business Statistics, Intro to Arts, Literature:

Human Diversity, Cultural Anthropology, Intro to Government and Politics, Management

Principles, Environment Science, Chemistry, Microeconomics, Macroeconomics, The Rural World

(History), and Psychology.

The positive response I received from the college was challenged with the negative

responses I received from high school teachers, administration, and classmates. The high school

administration not only bad-mouthed the program in school, but also in the local newspaper.

What I learned from the constant attacks from teachers and fellow students was how to defend

my beliefs, however unpopular they may be at the time. This lesson, although extremely difficult

at my young age, has been advantageous in my current business career and personal life.

In addition to the negative comments from students, teachers, and faculty, another

negative response from the high school was my in admittance to the National Honor Society. At

that time, I was ranked first in my class, was involved in Student Council, varsity Speech, and

varsity Golf. Regardless of my high academic standing, record setting golf and speech

experience, and excellent credentials and recommendations, I was not admitted in the honor

society. Although extremely painful at the time, this taught another valuable life lesson at an

early age. Because of political agendas, the better candidate is not always selected.

The final negative response by my high school related to my Valedictorian status. When I

started the program, I thought I was giving up on my shot at Valedictorian. I knew the

challenging college classes I would be taking and knew the risk that my GPA would fall. At the

end of fall semester my senior year, however, we realized that I was going to be Valedictorian.

The school, also knowing that I, a PSEO student my junior and senior years of high school, was

going to be the Valedictorian, decided that for the first time in school history would not use the

Valedictorian title. With threat of law suit, the school decided they would continue to use the title

and I graduated as Valedictorian of my high school and spoke to my high school class. The

moment when I spoke to my class after surviving the constant attacks about PSEO, lack of entry

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

into the “honor” society, and threat of eliminating the Valedictorian title, was a moment of

triumph. All of the attempts by my school, an institution which is suppose to be for the

betterment of students, to hold me down had been unsuccessful, and I was a stronger and more

determined person as a result.

I would strongly recommend the PSEO program to any high school student interested in

the program, regardless of the negative responses I received from my high school. I would

forewarn any student interested in the program about the negative responses they will probably

receive from their high school. This program, however, will not only provide them with the

quality, challenging education they are striving for, but it will also strengthen them as a person.

My hope is that this program is expanded across the US. I currently travel across the US doing

technology consulting, and every person I tell about this program wishes they would have had

this program in their home state. By expanding this program, we provide an avenue for our

gifted students to excel academically, which should be the ultimate goal of any school.

Anderson is a Senior Consultant at Deloitte.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

No Post Secondary Thoughts

By Steven Clift

This is new for me. It is hard to imagine being part of a 20 year anniversary for anything. It

was 20 years ago that I was part of the inaugural class of high school students afforded the

opportunity of the Post Secondary Enrollment Option.

Back in 1986, I had only good things to say about my education at Winona Senior High School. I

saw PSEO as a way to complement my advanced high school courses with a bit of variety like

courses on Asian history, Latin American politics, and French. I took one class a quarter for two

years.

PSEO as offered a bit of freedom at the end of my high school day as a number of us car pooled

over to Winona State University. I wasn’t prematurely disconnected from the high school, in fact

I was elected to serve as the president of the WSHS Student Council my senior year.

I recall those first PSEO meetings at Winona State and how other high school students were

exercising their choice for different reasons. Some of the full-timers were uninspired or bored

with the high school experience, others doubtful of parental support for college were looking to

save a buck, and many like me, were looking for some extra variety.

I recall my father, a recent former Winona school board member, being quite proud. He was

dying of cancer, but could see his kids taking on the world. In fact a couple years later, my

brother attended WSU part-time his junior year and full-time except for one high school course

his senior year. My youngest brother did not utilize PSEO, it wasn’t for him. I think that is what

choice is all about.

In my case, my head start at WSU combined with my father’s death from cancer, made the

choice to continue at WSU rather than attend St. Olaf where I was also accepted an easy choice.

With one summer session, even a study abroad term overseas, I managed to graduate in 3

years. A few months later, I managed to land a job as a committee clerk in the Minnesota Senate

before heading off to graduate school the next year at the University of Minnesota.

Now, two decades later, with my first child is about to be born, I am thinking more about day

care and early education. On the 20th anniversary of PSEO, I will again become an enthusiastic

supporter of this innovative program if my child decides that it is choice that works best for their

education.

Steven Clift is an on-line strategist and public speaker focused on the role of information and

communication technology in democracy and community engagement. He has spoken in 25

countries.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

PSEO Experiences

By Kimberly L. Coppersmith

Schoolwork has always come easy to me; especially in high school. I never felt challenged in

my high school classes. This is why I became interested in the PSEO program. When I first

began to consider PSEO, everybody thought I was nuts. My friends could not understand why I

would want to “miss out” on my senior year in high school and even my parents thought I might

be “rushing” my education. Upon careful consideration, I made the decision to do part-time

PSEO at the University of St. Thomas. This would hopefully allow me to stay connected with my

friends and at the same time be challenged in a few college level courses. For my entire senior

year, I took two classes at the high school in the morning and then drove down to St. Thomas

for one class. During the fall semester, I took General Psychology and in the spring I took Social

Psychology (I’m a psychology major). Classes at St. Thomas are held every other day, so I only

had to drive down to St. Paul on Mondays, Wednesdays and Fridays.

Looking back, I couldn’t be more pleased about my decision to do PSEO. I loved being in

those college courses and being academically challenged for once in my life. I was also happy

that I decided to do my PSEO work at St. Thomas. I knew that St. Thomas was where I wanted

to go to college, so it really gave me an extra head start. Not only did I know my way around

campus, but I was familiar with the psychology department and some of the professors when I

actually started school there.

The only thing I didn’t like about PSEO was that I had to drive so far to go to class. I

live in Wyoming, Minnesota and would drive 30 miles to attend classes at St. Thomas. It was a

hassle, but was well worth it in the end.

Overall, I would say that PSEO is a great thing but may not be the right decision for

everybody. I never felt particularly connected to my high school so I had no problem only being

there half days during my senior year. Getting ahead on my college education was more

important to me than hanging out with my friends at school. Because of my PSEO work, I will be

able to graduate a semester early from St. Thomas and get a head start on grad school.

I would definitely recommend PSEO to anybody who feels it is right for them. It is a

great way to save a lot of money and to get a head start on a college education. It also offers a

more stimulating alternative for high-achieving high school students who don’t feel challenged in

their classes.

Coopersmith currently is a full time college student at St. Thomas.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

PSEO

by Clinton Dietrich

It was relatively late in my junior year of high school that I made the decision to take

advantage of the Post Secondary Enrollment Options program. Though PSEO was an option

some of my family members had encouraged me to consider for a number of years, I always

discounted it, thinking I would prefer to spend twelfth grade with my classmates at White Bear

Lake Area High School. It was not until roughly half way through eleventh grade that the idea of

PSEO suddenly struck me as appropriate. As I looked forward to what was in store for me if I

spent my senior year of high school at White Bear, I realized I would not be as challenged, and

therefore not as rewarded in the end, by spending my senior year there rather than at a rigorous

college or university.

I decided that if I were to take advantage of PSEO, I would only do so as a full time

student at a college or university that I would want to continue at for the full four years of an

undergraduate education. Up until the point at which I decided to pursue PSEO, I had thought of

Luther and Saint Olaf colleges as my top two choices of where to pursue my undergraduate

education. Unfortunately, taking advantage of PSEO meant forgoing attending either of those

two schools. Luther College is located in Decorah, Iowa, so is of course not a PSEO eligible

school, and Saint Olaf College chooses not to admit PSEO students. I made some telephone calls

to determine what small, and preferably private, liberal arts colleges did enroll PSEO students on

a full time basis, and discovered that a peer institution of Luther and Saint Olaf, Gustavus

Adolphus College, did so. Once I learned what was available to me at Gustavus, I immediately

chose it as the institution I wanted to attend through PSEO.

I did not encounter any opposition in pursuing my plan of attending Gustavus Adolphus

College as a Post Secondary Enrollment Options student. Truthfully, though aunts, uncles, and

my maternal grandmother had all encouraged me to take advantage of PSEO, I was sure my

mother would not want me to leave home a year early to live on my own—even if in a supervised

residence hall setting—two hours away from her. My mother had no idea I had developed an

interest in PSEO, so when I sprang on her my fully formed plan to apply to Gustavus as a PSEO

student, I was very surprised that she fully supported my decision without any worry or

hesitation. Likewise, I was pleased to find my guidance counselor and my teachers at White

Bear did not try to dissuade me (or my state funding) from leaving the school a year early.

Attending Gustavus Adolphus College was a wonderful experience. My status during my

first year there as a Post Secondary Enrollment Options student had relatively little effect on my

experience, and what effect it did make was insignificant. I can think of only three things, on an

institutional basis, that set me apart from the rest of the first-year class that year. To begin with,

all PSEO students were assigned to the last session of on-campus registration during the summer

before our entrance. While I do not know the reason for this, it had no negative effect on me, as

I was able to get into all of the classes I wanted and was, if I remember correctly, the first

individual out of the hall where registration was held. Also, because public education money was

being sent to Gustavus to pay for my education, I was not allowed to take any courses in the

Department of Religion my first year. As I was not interested in a Religion major or minor, and

had the following three years to fit in the one religion course required of me to graduate, that

posed no difficulty. Finally, Gustavus had established a rule that would not allow PSEO students

to compete in intercollegiate athletics, so that it would not appear that the school was recruiting

talented young high school athletes for its sports teams. Again, that rule had no effect on me, as

I did not have any interest in participating in intercollegiate athletics.

One thing did take me by surprise the first night of first-year orientation. As the

residents of my floor in Pittman Hall met with our resident assistant for the first time, he

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

announced to the group that there were two people living on the floor who were PSEO students!

Though I had no intention of keeping my PSEO status a secret, I did not intend to inform

everyone on my floor the first day I met them that I was only 17 and still technically a high

school student. In the end, the announcement had no negative effect on my experience. When

my roommate and I returned to our room, he said that he wouldn’t have guessed I was younger

than he, and that it was cool that I was able to take advantage of the PSEO program. However,

with the cat out of the bag, my age and PSEO status did lead to countless jokes, and such

incidences as a dinner with a large group of Gusties at a chain restaurant in Mankato where, as

“the young one”, I was cajoled into having to sit in the chair placed in the aisle while my friends

took the comfortable places in the booth.

If I recall correctly, five other PSEO students entered Gustavus at the same time I did.

There was a small camaraderie among us, given the fact that four of us ended up together in the

same first-term seminar and that pairs of us seemed to be purposely assigned to residence hall

rooms across the hall from each other. However, we were provided with no special guidance by

faculty or staff, did not have any PSEO student activities held for us, or were in any other

significant way treated as a group. Therefore, our status as PSEO students was the only

common denominator we all shared, and we largely went our own ways socially and academically

during our four years at Gustavus.

Academically, I had some great opportunities I would not have had if I had spent the

twelfth grade at White Bear Lake Area High School. I was able to take U.S. Government and

Politics with a professor who was a member of the Minnesota House of Representatives. I took

Human Sexuality with two professors who were also practicing psychologists in the community—

one a research psychologist at the Saint Peter Regional Treatment Center, the other a therapist

at a local mental health agency. And I was able to take a January Term course entitled

Scandinavia During World War II, which examined both the history of the Scandinavian nations’

involvement in the war as well as the literature produced in reaction to it. The course involved a

cross-disciplinary approach I rarely encountered in high school and covered a topic that never

would have been dealt with. Even courses at Gustavus that might have been considered “run of

the mill” were beneficial as they provided a greater level of stimulation than I would have

encountered in many—if not all—of the classes I could have taken during twelfth grade at White

Bear.

Socially, the Gustavus experience was definitely superior to the environment I would

have been in as a high school student. Living away from home, relatively on my own but with

the resources of the college’s Residential Life program available to me should I have needed

them, definitely encouraged my personal growth. Furthermore, I was surrounded by a group of

people largely more mature and more committed to academic success than I would have been

had I remained at White Bear. The existence of social and political advocacy groups on the

Gustavus campus provided for me an avenue for action on my own beliefs that was not available

at all at White Bear. And though both White Bear Lake Area High School and Gustavus Adolphus

College were largely populated with white, middle class youth, there was a level of diversity at

Gustavus unmatched at White Bear. It was not only diversity of race or country of origin, but

also of religion (even though Gustavus is affiliated with the Evangelical Lutheran Church of

America), politics, life philosophies, sexual orientation, and the like.

I have never regretted my decision to take advantage of the Post Secondary Enrollment

Options program. I cannot say that without PSEO I would not have ended up at Gustavus

Adolphus College or an institution like it after graduating from high school, but I can say that it

kept me in Minnesota at a time in my life—the transition from high school to college—when

leaving the state was a very conceivable notion for me. The Post Secondary Enrollment Options

program afforded me the opportunity to take a risk, challenging myself academically and socially

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

at a well-regarded liberal arts college while still only a high school senior, and because of that

risk I was, and continue to be, rewarded greatly. I know that I would not be the person I am

today without it, and I am glad to know that, if I were a Minnesota high school student today, I

would still have the opportunity to do so.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

PSEO and Advanced Placement Classes

By Briana E. Falk

I enrolled in PSEO for the opportunity to take courses at a more advanced level as well as for

the great opportunity of receiving college credit. It was also a chance for me to figure out the

areas I was truly interested in, giving me the chance to take classes in different disciplines. I

have always been interested in a wide variety of subj ects and by taking some of my general

education courses early I have been able to double major at my current institution.

I took courses at Bethel College (now Bethel University). It was a wonderful place to do

the program because they were very welcoming and tried to make PSEO students feel like part of

their community. We were allowed to register before the undergraduate students to insure that

we got all of the courses we needed in order to graduate. While at Bethel I took Basic

Economics, Statistics, American Politics and Government, College Writing, Intro to Psychology,

Information Technology & Applications, Harp Lessons, and Basic Communications. I was also

able to be involved in campus activities and extra curricular activities. I joined Bethel’s dance

team, which was a great way to meet people since I was not living on campus. I was also

involved with Bethel’s orchestra and had the opportunity to play in their big Christmas concert.

I have nothing negative to say about PSEO and no regrets about being involved with the

program, except for maybe wishing I had taken more courses. I believe that PSEO is a

wonderful program that gives students a chance to excel beyond what they could achieve at their

high school. It also provides an atmosphere of higher learner for those high school students that

want to go beyond what their high school can offer. At Bethel I was around students who

wanted to learn and excel, along with professors who were able to teach at a level not attainable

in a high school because of the maturity and drive of the students. It was an incredibly positive

learning environment.

I would definitely recommend PSEO to other students. I feel as though PSEO gave me

the opportunity to grow in ways my high school could never provide. I also would recommend

PSEO above AP courses. I attended a Twin Cities suburban high school and took several AP

courses my sophomore and junior years including AP Calculus, World History, US Government,

and US History, before going full-time PSEO my senior year. While I enjoyed some of my AP

classes it did not seem fair to have your college credit depend on one exam at the end of the

school year. With PSEO you are actually in a classroom with other college students and get

credit and a grade for the work you put into the class. It also provides the opportunity to be at

an institution of higher learning with tremendously talented professors and helps the transition

from high school to college.

My one recommendation to students thinking about being in the program is to double

check with the institution you plan to attend and make sure that all of the credits will transfer

before taking the classes. I currently attend Wheaton College in Illinois and all of my credits

transferred from Bethel, but it is always a good idea to check. Otherwise the only thing I would

change about the program is to inform more students about the opportunity. I learned about

PSEO through family friends, but my high school did not highly publicize the program or its

advantages which is a shame because so many more students should be taking advantage of this

program.

Thank you so much for the opportunities PSEO has provided for me. It is a wonderful

program that has opened doors for me and should be an example for other states to follow. Falk

attends Wheaton College, Wheaton, Illinois.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

My Experiences as A PSEO Student

Lars Johnson

10/17/2005

As my sophomore year of high school drew to a close, I became interested in Post-Secondary

Enrollment Options (PSEO). PSEO appealed to me because it gave me the opportunity to take

classes in a college environment, with college kids. As a student who had attended a small,

project-based school, I felt this exposure to a structured classroom environment, and college

students with more traditional education backgrounds would help me in my own preparation for

college. Additionally, many of the colleges and universities I was applying to considered the

grade point average of their applicants. I wanted to have a transcript of letter grades to

supplement my college applications, and show that I could succeed not only by the standards of

my project-based high school, but also by the standards of a grade-giving institution. I felt that

a letter-grade transcript would help validate the other projects I had done in high school,

showing that I was a student of “A-level work”, even though no grades were given for my

projects.

In my two years of participation in the PSEO program, I took courses at a private college,

two public universities, and a community college. I took a total of 29 college credits:

Introduction to Prose Literature, Introduction to Biology, and English Composition at Mankato

State University, College Algebra at Dakota County Technical College, Calculus I and Computer

Science I at Gustavus Adolphus College, and Spanish I (5 credits) at University of Minnesota; my

cumulative GPA across all these courses was 4.0. I am very glad I took courses at a variety of

schools, both public and private. It gave me the opportunity to explore my options in secondary

education prior to starting as a full time student and certainly influenced my decision to attend

Macalester College, a private liberal arts college.

While I liked the opportunities afforded me by PSEO, and enjoyed my time in the

classroom, there were times I felt disconnected from my high school community. My high

school, Minnesota New Country School (MNCS) in Henderson, MN, was already forty-five minutes

away from my home town of Northfield, MN, and the additional driving involved in attending

college classes at a number of universities caused me to further split my time between several

towns. Looking back, it would have been nice to take classes at the local Northfield colleges.

Carleton and St. Olaf only offer courses to students through the "Northfield Honors Program".

Students taking courses in Northfield and the surrounding area (including students of charter

schools, they told me) can take one course each semester of their senior year at either of the

colleges. Neither college participates in the PSEO program.

When my sister was considering PSEO in her junior and senior years of high school, I

strongly encouraged her to take courses close to school and home, or correspondence courses. I

told her that I wished I had been more involved in my school community in high school, and

spent less time in the car driving to my PSEO classes on so many different campuses. My sister

ended up taking five classes at the University of Minnesota, Twin Cities her senior year: two day

classes on campus her fall semester (scheduled one after another to cut back on commute time),

and one night class and two correspondence courses her spring semester. From what she tells

me, this arrangement worked out well for her. She was able to push forward and keep herself

academically stimulated her senior year, while at the same time staying connected to friends and

community at her high school.

As a current full time college student, I am very grateful for my experiences in the PSEO

program. The courses I took offered me additional challenge beyond that which I could find in

my existing high school program. My involvement in PSEO kept me engaged towards the end of

my high school career and encouraged me to pursue further education after graduation. Instead

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

of feeling like I was biding time my senior year and waiting t o graduate, I felt like I was getting

a head start on life. When I started school full time at Macalester College in the fall of 2003, I

felt immediately the benefits of my PSEO experiences. The college environment was not a new

thing to me and, with “learning the ropes of the system” out of the way, I was able to get more

from the lectures and labs. Nothing has prepared me for college better than actually attending

college. I am so grateful to have had this opportunity.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

My Personal Experience as A PSEO Student

By Bondo Nyembwe

In my senior year of high school, I heard about a program called PSEO. I became

curious and investigated what this program was all about. I scheduled an appointment with Mrs.

B… who chaired the selection committee of PSEO at a Minneapolis area public school. During our

meeting, I asked her why I was not selected to be in the PSEO program. Mrs. Benson replied, “It

is a program for students who will go to college and the classes are very difficult.” I asked her

what the requirements were to enter the program. Students need to have a 3.2 GPA and must be

recommended by two teachers she replied. I meet both requirements and I want to join the

program. Mrs. Benson said, “I will see if there is an open seat”. Two days later I was the last

person admitted in the PSEO cohort for that semester.

My interest to join the PSEO program at the University of Minnesota was influenced by

two factors. First to improve my academic English and second, to have an idea of what college

was about. In September of 1996 when I joined the PSEO program, I had only been in the

United States for ten months. As a senior, I planned to attend college but I was limited in my

academic English. I was aware of my weaknesses in the language and I knew I had to find help.

The PSEO program I joined was called Commanding English. This program recruited the top

15% of ELL students who aspired to attend college after high school graduation. Shortly after

classes started, I became convinced that I made the right choice. The first day of class we

received two books and we had to read fifty pages for the next class. I was intimidated because

I was a slow reader compared to the rest of my classmates. In addition I did not want to fall

behind and fail the class. The classes were interesting and I was enjoying the concept of taking

college classes at their demanding pace.

After attending two weeks of classes at the University of Minnesota, I started getting an

idea of the college experience. The reading assignments became a familiar routine, writing was

no longer a chore but enjoyable. At that time, I realized that I needed to work hard on my

writing skills in order to be ready for college. Throughout the program I learned how to write

better, express my ideas in a concise way, present the finding of the reading, improve my

reading velocity and summarize the main points of a chapter or a book. These are difficult tasks

for an ELL student to do during his first year. However, I knew that it was important for me to

improve both my academic English and my communicative competencies in order to do well in

college.

Many of the courses I took reinforced the need of academic English in the classroom.

The commanding English program focused on improving the English skills of future college

students both in reading and writing. I was able to complete 24 credits during my PSEO. Here

are the names of the courses I took: Literature of an American Immigrant Experience, college

reading/writing, Development college Reading, Writing lab, Reading content areas, and General

Arts. I am grateful for the opportunity I had to complete these courses without a financial

burden.

I had an exceptionally positive experience as a PSEO student because of the program

structure. We were 25 students in our cohort and we moved together as a group. The first class

was offered at the high school by a professor from the University, and then we relocated on

campus. After the first quarter we took some classes with other college students (native

speakers of English). Keeping our cohort moving as a group helped us to support and know each

other. Many of us who completed the program relied on friends and perseverance of our

individual work.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Enrolling in the PSEO program gave me an advantage compared to others who did not

have the same experience. I was able to see the important relationship between what I learned

in high school and the effect it had on college. Because of that I became more mature, focused

more in classes and was ready for college when I entered my freshman year. I completed my

PSEO program with 24 credits. Because of PSEO I completed college in three years. During that

time I was able to study abroad in Toledo Spain for one semester. I graduated from the

University of Minnesota with two Bachelor of Arts in International Relations and Spanish. I highly

recommend any PSEO program to current high school juniors and seniors. I strongly suggest

that the program communicate to the parents or guardian of students the benefit of the program

and offer students a lot of support in order to make their experience meaningful.

Bondo Nyembwe is Director, Center for Training and Careers, an alternative high school for

immigrants and refugees. The school is affiliated with the Minneapolis Public Schools and is

located at 3400 E. Lake Street in Minneapolis.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

PSEO: What a positive experience

By Stephanie Rupp

One reason I chose to participate in PSEO is because so many of my classmates were. I

guess I wanted to follow the crowd. The second reason I chose PSEO, was because the

University of Minnesota, Crookston was a laptop computer college and I was able to have my

own laptop computer for the year, with no expenses, which brings me to the third reason why I

chose to do PSEO. Being raised on a farm in rural Crookston with four other siblings, money was

certainly not in abundance for my family and I was fully aware that if I chose to continue my

education, I was going to be the one to pay for it. Therefore, by enrolling in the PSEO, I would

get a year of college paid for plus still be able to attend my high school events. I took my college

classes in the morning and was back at the high school in the afternoon to each lunch with my

friends and attend my extracurricular activities. I really had the best of both worlds.

I finished most of my generals at UMC, including Introduction to Technology, Composition I

and II, Technical Writing, Introduction to Psychology, Introduction to Sociology, Introduction to

Geography, Ethics, and Speech. I truly enjoyed the classes I participated in because they were

challenging and I was out of the atmosphere of the high school and treated as an adult. I

enjoyed the new responsibilities and accepted the challenges that PSEO provided which later on

prepared me for when I continued my education at Concordia College, Moorhead. The most

difficult situation I experienced, which I was glad when it was over, was standing in front of my

classmates who were four to five years older than me and presenting my speeches in Speech

class. Talk about intimidating but I survived and I was happy when the class was over. If there

was one thing to change about my PSEO experience, I would not have taken that class.

However, having most of my generals finished by the time I attended Concordia, I was able to

start taking classes in my major my first year which allowed me to graduate with four majors and

one minor. I didn’t, however, graduate early which was my choice not to. I wanted to stay at

Concordia for the full four years and finish with my classmates.

I would certainly recommend PSEO to high schools students but not all. It might be the

perfect fit for some who are mature enough, ready to accept the challenges that college

provides, wanting different electives/opportunities, academically excelling, and those who just

don’t enjoy what high school is about. I am not implying that these were the reasons I chose to

do PSEO, but being a teacher, I would strongly recommend those who display these

characteristics to keep them excited and interested in continuing their education.

Stephanie Rupp was a 1996-1997 PSEO participant at University of Minnesota,

Crookston. She currently is a public school teacher in the Rochester, Minnesota area.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

The Educational Experience: Reaching Unknown Potential

By Cassandra Sheppard

When I was a junior in high school I participated in the post secondary education options

program at Rochester Community and Technical College as a full-time student. I am now twenty

years old and am a junior in college, with senior standing. For many years, my mother and I had

the misconception that you had to pay money to be in the program, which we found out was not

true the first semester of my sophomore year. I wanted to start the program the second

semester of my sophomore year; but the program was only for juniors and seniors, so I had to

wait. My mother felt like I wasn’t being challenged enough at the school I was attending, so she

suggested that I do the program as a part-time student. When I got into the program, I got a

taste of college life and decided to change to a full-time student.

I enjoyed many things about being a post secondary education options student,

especially the fact that I did not have to pay for it. I liked the fact that if I wanted to buy the

books I was using for class, that I could for a cheaper amount then what was being sold in the

school store. I also appreciated the freedom that I had to choose my classes and make my own

schedule. I received great experience from that, and when it was time for me to make my

schedule in college I was able to do it without much difficulty. I liked the fact that my professors

did not treat me like I was in high school; but they treated me like the rest of their college

students. I liked that I was on the colleges schedule and not my schools schedule, that way I

started school earlier and ended before mine did. I also appreciated that I had to keep track of

what my credits were counting for; I had to make sure that I had all of my English, Science,

History, etc… taken care of. I can now keep track of my credits for my major without much

trouble, while other students have problems sometimes.

I enjoyed the choices of classes that I could take. RCTC required that post secondary

option students take an entrance exam to see where they placed. This told the student what

class they tested into, however; if you did not test into a class above 1100 then that student was

not able to take that subject at the college, and that made you ineligible to be a full-time

student. I enjoyed having to option to play sports at the college or still play sports at my high

school. I also enjoyed being able to tutor students at the college; sometimes I tutored post

secondary students, other times college students. It was a great way to keep up with the

subjects I was good at and also help someone else. I really appreciated that my credit counted

for high school and college. I went into college my freshman year with forty-nine credits which

made me a second semester sophomore.

The program is a very good program, but there were some unpleasant experiences that I

went through. The unpleasant experiences mainly came from trying to get into the program. The

advisor at my high school did not encourage me to come to the program, and I had a real fight

on my hands to try to get his signature. The only reason he signed the necessary paper was

because I was only going to go part-time. I know that your high school has to approve for you to

go to the program, but they try to deny you the chance of going because of the money they lose

to the program. A high school advisor can refuse to sign the paper work without giving you a

reason, and the state should do something to make it more difficult for high schools or school

districts to do that. I also did not like that a three credit class counted for one year and a

semester credit. Three credit classes are just as difficult as four credit classes, and they should

count the same.

Looking back at my experience in the post secondary education options program, I do

not regret ever doing it. I gained so much valuable experience from it that I would not have

gotten from going to regular high school. I was able to experience college life, which gave me an

unquenchable desire to go to college after graduation. I am able to take my experience, speak to

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

high school students about college and give them options that they did not even know existed.

My only regret is that I was not able to take all of the classes that I could have taken, and that I

did not make use of the transfer guide more. I do recommend this program to every high school

student I run into; it has changed my life and it will change the life of so many others.

Cassandra Sheppard currently is a junior in college with Senior standing

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Using PSEO to Supplement My High School Career

Amber Swiggum

Carleton College

22 November 2005

The Post-Secondary Educational Option that was offered to me allowed me to explore

areas of myself and my talents that I did not have the capability to do at my high school. I

graduated from Eden Prairie High School in 2002 and am currently a senior, African/African-

American Studies major at Carleton College in Northfield, Minnesota. During my high school

career, the Minnesota “Areas of Learning” was just passed as I entered my sophomore year.

Therefore, we, the class of 2002, were the first class affected by these new standards.

In high school I tried to explore as many areas of studies that I could “get my hands on.”

I enrolled in the AP courses at Eden Prairie High School in the fields of English, American History,

European History, Calculus, Physics, Biology, Spanish, was a member of the high school choir for

four years, and took art classes; therefore I never had what our school called a “free period.” In

addition to these classes I was taking, the Profiles of Learning, while a great idea, required a

student like myself to choose a subject in which to “drop” in order to fill the requirements for all

the “learning areas” and still be involved in choir, AP courses, and an additional language. Due

to this new legislation, I looked at the option of PSEO, as a way I could supplement my high

school education.

I debated which subject I would enroll in PSEO for, and I finally determined that my high

school career should be supplemented by additional art classes, via the PSEO option. My junior

year of high school, I enrolled, first semester at Normandale Community College in Bloomington,

Minnesota. It is at this school that I took a painting course. I loved this option as it allowed me

to explore every interest that I had. I was able to stay enrolled in my AP classes, stay committed

to choir, fulfill the Profiles of Learning, and remain in my Varsity sport of swimming while still

taking these art classes. Now, many people would say this schedule was crazy. However, for

me, art was a way of relaxing and developing a different part of myself that AP classes and the

Profiles of Learning could not. In this aspect, enrolling in this painting class has influenced me to

this day. Although at Carleton College I am not active in the art department, in my leisure time I

use art as a medium to express myself and allow for my creativity to develop.

In my high school, the use of PSEO in this manner was unusual. I was not looking for

college credit, or to be able to graduate early from college. However, the painting class I took

prepared me just as well for life beyond high school. As my second semester of my junior year

began and as my schedule was now busy with visiting colleges and completing college

applications, I choose not to enroll in PSEO any longer. It simply would have been too much

with a full load at high school.

One thing I would suggest for future students using the PSEO option is to discuss this

opportunity with students like myself; that is, using the PSEO option to supplement a high school

education. I believe a liberal arts education is one that will prepare myself and others, to be

leaders in our inter-connected world. Using the PSEO option to develop this liberal arts education

is something that will appeal to many students. The liberal arts education I had in high school

allows me to this day excel in what I do. And most importantly, it has taught me to love

learning.

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

PSEO at Rochester Community And Technical College

By Virginia R. Theisen

Throughout my life I excelled academically. Starting in the third grade I found school to be

less challenging than for other students. Over the years I became more involved in many

advanced classes and extra-curricular activities in order to challenge myself more in school.

When I was a junior in high school I became interested in PSEO as an option to change my life.

After exploring the option throughout my junior year I finally decided take a leap of faith and

enrolled at Rochester Community and Technical College (RCTC) as a full-time post secondary

student. I felt this would be the best decision for me in the long run for many reasons including

heightened academic challenges, social challenges, and the financial benefits.

Growing up I also found myself extremely involved with students that were older than

me. I rarely spent time with students in my grade because I felt like I was more mature socially.

The majority of my close friends graduated when I was a sophomore in high school, which meant

that my junior year was when they started college. I felt as if I should have been experiencing

college at this time, too. The maturity gap I felt within my graduating class played a large part in

my decision to separate from the high school and begin attending RCTC.

The financial aspect did not play a large part in my decision to enroll in the post

secondary program, but the appeal was hard to ignore. I knew I wanted to attend a private

college, but that the cost of a private college was considered to be out of range for my family. I

am currently a senior at University of St. Thomas – St. Paul and I will be graduating in May,

2006, an entire year early. I saved an entire year of tuition costs because I enrolled in post

secondary. I believe that without this benefit I would not have been able to afford a private

school education in college. For this reason alone, I am extremely grateful for post secondary

enrollment options.

During my experience at RCTC I took classes in art, economics, English, political science,

sociology, and speech. The classes proved to be a much larger challenge for me, but for once in

my life I felt like homework was actually work. I received 34 credits in the year I was enrolled

and was able to maintain a 3.6 GPA compared to my 3.9 I had in high school. I feel that this

reflects the increased challenge, but my extra work should also be considered so that it doesn’t

understate the difficulty of college courses. My high school classes required very little out of

school work. My year at RCTC involved an average of two hours of homework for each hour of

class, not including hours spent preparing for projects and tests. The extra time spent out of

class reflects the increased challenge I experienced during the college courses.

I was extremely happy with my transition into the college life. I was expecting it to be

difficult to make friends because I was still a “high school” student, but I found people to be

extremely accepting. The only thing I wasn’t expecting was the difficulty of maintaining

friendships with the friends I did have at my high school. We had different lives and different

stories to be told. Simply put, the things we had in common in the past were a thing of the past.

It was a challenge to stay close with them when I was developing friendships with new people,

but I also think it was a good experience because it prepared me for what would have inevitably

happened a year later.

If I had to do it all over again, I would choose the same path. I look back on high school

and feel like I may have missed out on some memories, but that is just one negative result from

my choice. I gained more knowledge and maturity than I ever expected I would, and I saved the

money necessary for me to receive the college education I wanted from a private school. The

program was ideal for me, but that ’s just me. I would recommend post secondary to anyone

who is up for the challenge, because academically and socially it truly was. I was seeking out

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

these challenges so I loved everything about it. I wouldn’t change anything about PSEO,

because without it I wouldn’t be the person I am today.

Thiesen is a senior at St. Thomas University, St. Paul, Minnesota

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Appendix 2

PSEO Participant Survey Summary 2005

When did you enroll in the PSEO Program?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other All

11th grade only

17% (15) 24% (4) 21% (53) 20% (6) 100% (1) 20% (79)

12th grade only

48% (42) 41% (7) 57% (143) 69% (20) 0% (0) 55% (212)

11th and 12th grade

35% (31) 35% (6) 22% (57) 10% (3) 0% (0) 25% (97)

1. Why did you choose to enroll in the PSEO Program?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other All

To take courses not offered at my high

school 72% (64) 70% (12) 53% (134) 59% (17) 100% (1) 59% (228)

To save money on future college costs

81% (71) 82% (14) 90% (229) 93% (27) 100% (1) 88% (342)

To have more freedom

72% (64) 76% (13) 75% (190) 70% (20) 0% (0) 74% (287)

To help decide whether or not to attend

college after graduation 7% (6) 35% (6) 87% (22) 7% (2) 0% (0) 9% (36)

To be in a less restrictive learning

environment 56% (49) 53% (9) 58% (148) 70% (20) 0% (0) 58% (226)

To follow the advice of my high school

counselor/teacher 14% (12) 12% (2) 16% (41) 14% (4) 0% (0) 15% (59)

To follow the advice of my parents

33% (29) 17% (3) 41% (103) 37% (10) 0% (0) 37% (145)

To be with my friends

3% (3) 6% (1) 10% (26) 3% (1) 0% (0) 8% (31)

To be in a more adult environment

37% (59) 70% (12) 73% (185) 79% (23) 0% (0) 72% (279)

Other (please explain)

34% (30) 12% (2) 22% (56) 17% (5) 0% (0) 24% (93)

2. Why did you choose your particular PSEO Institution?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other All

The course offerings suited my interests

and goals

64% (56) 53% (9) 45% (114) 59% (17) 100% (1) 51% (197)

It was close to my home or high school

60% (53) 82% (14) 88% (222) 76% (22) 100% (1) 81% (312)

It was the only school I could attend

because of transportation restrictions

8% (7) 12% (2) 14% (36) 17% (5) 0% (0) 13% (50)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

It was the only school in my geographic

area 0% (0) 6% (1) 6% (15) 0% (0) 0% (0) 4% (16)

The school has a good reputation

76% (67) 24% (4) 36% (90) 72% (21) 0% (0) 47% (182)

My friends were attending this school

15% (13) 12% (2) 23% (58) 7% (2) 0% (0) 19% (75)

I might want to attend this school after

high school graduation 60% (53) 53% (9) 21% (54) 55% (16) 0% (0) 34% (132)

I missed the deadline for other schools

4% (4) 0% (0) 9% (23) 7% (2) 0% (0) 7% (29)

Other (please explain)

8% (7) 24% (4) 10% (26) 3% (1) 0% (0) 10% (38)

3. What benefits (if any) do you see yourself gaining from your PSEO participation?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other

All

Learning more than in high school

88% (77) 70% (12) 77% (196) 76% (22) 100% (1) 94% (308)

Being challenged more than in high

school 86% (76) 82% (14) 79% (199) 83% (24) 100% (1) 81% (314)

Feeling more academically prepared for

college 86% (76) 82% (14) 84% (213) 83% (24) 100% (1) 85% (328)

Saving time because getting high school

and college credit at the same time 89% (78) 94% (16) 90% (229) 97% (28) 100% (1) 91% (352)

Knowing what to expect in a college

environment 89% (78) 82% (14) 83% (210) 86% (25) 100% (1) 85% (328)

Feeling more directed towards a specific

academic/career interest 57% (50) 53% (9) 37% (94) 55% (16) 0% (0) 44% (169)

Saving money because tuition was free

88% (77) 88% (15) 92% (234) 97% (28) 100% (1) 92% (355)

Feeling more confident in own academic

abilities 68% (60) 76% (13) 54% (137) 57% (17) 0% (0) 59% (227)

None

0% (0) 0% (0) 0% (0) 0% (0) 0% (0) 0% (0)

Other (please explain)

6% (5) 6% (1) 2% (6) 0% (0) 0% (0) 3% (12)

4. Did you have any of the following problems (if any) while using the PSEO program?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other

All

Teachers/counselors at my high school

were unsupportive or unhelpful 19% (17) 24% (4) 14% (36) 28% (8) 0% (0) 17% (65)

Instructors/staff at my PSEO were

unsupportive or unhelpful 7% (6) 0% (0) 10% (25) 3% (1) 0% (0) 8% (32)

Not able to participate in sports, m

usic or

other extra-curricular activities 24% (21) 6% (1) 10% (25) 17% (5) 0% (0) 13% (52)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Transportation between my home/high

school and my PSEO institution is difficult

38% (33) 12% (2) 14% (36) 38% (11) 0% (0) 21% (82)

Not able to enroll in the postsecondary

classes that I wanted 25% (22) 0% (0) 14% (36) 24% (7) 0% (0) 17% (65)

Credits did not transfer from my

postsecondary institution so my high

school

1% (1) 0% (0) 3% (8) 3% (1) 0% (0) 2% (10)

Scheduling problems between my high

school and postsecondary institution 29% (26) 17% (3) 19% (49) 14% (4) 0% (0) 21% (82)

Postsecondary classes were more difficult

than I anticipated 14% (12) 6% (1) 10% (26) 10% (3) 0% (0) 11% (42)

Postsecondary classes were less

challenging than I anticipated 11% (10) 6% (1) 16% (40) 10% (3) 0% (0) 14% (54)

None

19% (17) 35% (6) 40% (100) 28% (8) 100% (1) 34% (132)

Other (please explain)

6% (5) 6% (1) 4% (9) 7% (2) 0% (0) 4% (17)

5. What is your overall level of satisfaction with the PSEO Program?

U of MN

State

University

Comm.

College/

Tech School Private

Unknown or

Other All

Very Satisfied

69% (61) 65% (11) 61% (155) 70% (20) 100% (1) 64% (248)

Satisfied

26% (23) 35% (6) 36% (90) 31% (9) 0% (0) 33% (128)

In Between

3% (3) 0% (0) 3% (8) 0% (0) 0% (0) 3% (11)

Very Dissatisfied

0% (0) 0% (0) 1% (1) 0% (0) 0% (0) 1% (1)

6. Did you intentionally avoid a class through PSEO enrollment?

Yes21% (80)

No 79% (309)

If yes, why did you want to avoid the class?

It was too difficult 9% (7)

It was too easy

9% (28)

It would be a waste of time

45% (36)

The quality of instruction was poor

50% (40)

Disliked peers

14% (11)

Other (please explain)

18% (14)

7. With regard to your personal experience, what ways (if any) could the PSEO Program be improved?

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

U of MN

State

University

Comm.

College/Tech

School Private

Unknown or

Other All

Ensure that all credits will transfer

between my PSEO institution and high

school

11% (10) 17% (3) 24% (62) 21% (6) 0% (0) 21% (81)

More information about which credits

may/may not transfer to other

colleges/universities

31% (27) 24% (4) 53% (135) 55% (16) 0% (0) 47% (182)

Reducing scheduling conflicts between

my PSEO institution and high school 32% (28) 12% (2) 22% (57) 17% (5) 0% (0) 24% (92)

Making transportation easier between my

PSEO institution and high school 39% (34) 24% (4) 17% (43) 24% (7) 0% (0) 23% (88)

Better counseling system to support me

at my PSEO institution 17% (15) 12% (2) 14% (36) 7% (2) 0% (0) 14% (55)

Better counseling system at my high

school to help me as a PSEO participant 20% (18) 17% (3) 17% (44) 24% (7) 0% (0) 19% (72)

More information should be distributed to

students about the PSEO Program 43% (38) 47% (8) 54% (136) 70% (20) 0% (0) 52% (202)

None

13% (11) 29% (5) 9% (24) 0% (0) 100% (1) 11% (41)

Other (please explain)

9% (8) 6% (1) 4% (9) 7% (2) 0% (0) 5% (20)

8. If you were to do it over again, would you choose to participate in the PSEO Program?

U of MN

State

University

Comm.

College/Tech

School Private

Unknown or

Other

All

Definitely

86% (76) 88% (15) 86% (217) 79% (23) 100% (1) 86% (332)

Probably

14% (12) 12% (2) 11% (28) 14% (4) 0% (0) 12% (46)

Uncertain

0% (0) 0% (0) 1% (2) 7% (2) 0% (0) 1% (4)

Probably Not

0% (0) 0% (0) 1% (3) 0% (0) 0% (0) 1% (3)

Definitely Not

0% (0) 0% (0) 0% (0) 0% (0) 0% (0) 0% (0)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Appendix 3

PSEO Participant Survey Summary 2001

Percent of Students Receiving an A or B in 75- 100 % of their classes

U of MN State

University

Comm.

College/Tech

College

Private Unknown

or Other

All

58.5%

(120)

65.9%

(145)

62.9%

(748)

60%

(21)

44.4%

(4)

When did you enroll in the PSEO Program?

U of

State

University

Comm.

College/

Tech

College

Private Unknown

or Other

All

and 12

grade 38.5%

(79)

27.7%

(61)

33.2%

(395)

25.7%

(9)

22.2%

(2)

32.9%

(546)

grade only 53.2%

(109)

60.5%

(133)

55.6%

(661)

48.6%

(17)

33.3%

(3)

55.7%

(923)

grade only 6.8%

(14)

10.9%

(24)

10.3%

(122)

22.9%

(8)

11.1%

(1)

10.2%

(169)

Blank 1.5%

(3)

(2)

.9%

(11)

2.9%

(1)

33.3%

(3)

1.3%

(20)

Why did you choose to enroll in the PSEO Program?

U of

State

University

Comm.

College/

Tech

College

Private Unknown

or Other

All

To take courses not offered at my

high school

75.5%

(154)

54.5%

(120)

59.3%

(705)

51.4%

(18)

11.1%

(1)

60.2%

(998)

To save money on future college

costs

73.2%

(150)

83.6%

(184)

80.9%

(962)

88.6%

(31)

44.4%

(4)

80.3%

(1331)

To have more freedom 71.7%

(147)

66.4%

(146)

73.6%

(875)

62.9%

(22)

22.2%

(2)

71.9%

(1192)

To help decide whether or not to

attend college after graduation

3.9%

(8)

9.5%

(21)

9.7%

(115)

5.7%

(2)

11.1%

(1)

8.9%

(147)

To be in a less restrictive learning

environment

61.5%

(126)

50.9%

(112)

62.2%

(740)

42.9%

(15)

22.2%

(2)

60%

(995)

To follow the advice of my high

school counselor/teacher

8.3%

(17)

11.4%

(25)

13.4%

(159)

8.6%

(3)

22.2%

(2)

12.4%

(206)

To follow the advice of my

parents

19%

(39)

26.4%

(58)

30.5%

(363)

31.4%

(11)

44.4%

(4)

28.6%

(475)

To be with my friends 5.9%

(12)

6.4%

(14)

8.1%

(96)

5.7%

(2)

(0)

7.5%

(124)

To be in a more adult

environment

69.3%

(142)

62.7%

(138)

69%

(820)

62.9%

(22)

55.6%

(5)

68%

(1127)

Other (please explain): 25.4%

(52)

19.5%

(43)

18.8%

(224)

14.3%

(5)

11.1%

(1)

19.6%

(325)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Why did you choose your particular PSEO institution?

U of

State

University

Comm.

College/

Tech

Private Unknown

or Other

All

The course offerings suited my

interests and goals

67.8%

(139)

38.6%

(85)

41.1%

(489)

57.1%

(20)

33.3%

(3)

44.4%

(736)

It was close to my home or high

school

59%

(121)

71.8%

(158)

78.4%

(932)

54.3%

(19)

33.3%

(3)

74.4%

(1233)

It was the only school I could

attend because of transportation

restrictions

7.8%

(16)

22.3%

(49)

20.4%

(242)

5.7%

(2)

11.1%

(1)

18.7%

(310)

It was the only school in my

geographic area

1.5%

(3)

10%

(22)

15.6%

(185)

(0)

11.1%

(1)

12.7%

(211)

The school has a good reputation 63.4%

(130)

29.1%

(64)

29.2%

(347)

62.9%

(22)

11.1%

(1)

34%

(564)

My friends were attending this

school

17.1%

(35)

11.8%

(26)

18.3%

(217)

14.3%

(5)

(0)

17.1%

(283)

I might want to attend this school

after high school graduation

52.2%

(107)

39.5%

(87)

23.8%

(283)

40%

(14)

11.1%

(1)

29.7%

(492)

I missed the deadline for other

schools

(0)

1.8%

(4)

(60)

5.7%

(2)

(0)

(66)

Other (please explain): 13.2%

(27)

10.5%

(23)

7.7%

(91)

25.7%

(9)

22.2%

(2)

9.2%

(152)

What benefits (if any) do you see yourself gaining from your PSEO participation?

U of

State

University

Comm.

College/

Tech

Private Unknown

or Other

All

Learning more than in high school 83.9%

(172)

78.2%

(172)

76.9%

(914)

80%

(28)

44.4%

(4)

77.8%

(1290)

Being challenged more than in

high school

85.9%

(176)

80.9%

(178)

72.5%

(862)

77.1%

(27)

44.4%

(4)

75.2%

(1247)

Feeling more academically

prepared for college

84.9%

(174)

81.8%

(180)

78.3%

(931)

82.9%

(29)

55.6%

(5)

79.6%

(1319)

Saving time because getting high

school and college credit at the

same time

80%

(164)

84.1%

(185)

84.9%

(1009)

85.7%

(30)

55.6%

(5)

84%

(1393)

Knowing what to expect in a

college environment

81.5%

(167)

76.4%

(168)

77.7%

(924)

80%

(28)

55.6%

(5)

77.9%

(1292)

Feeling more directed towards a

specific academic/career interest

46.8%

(96)

41.8%

(92)

37.1%

(441)

48.6%

(17)

44.4%

(4)

39.2%

(650)

Saving money because tuition

was free

83.4%

(171)

86.4%

(190)

87.1%

(1036)

80%

(28)

44.4%

(4)

86.2%

(1429)

Feeling more confident in own

academic abilities

55.1%

(113)

56.8%

(125)

54.2%

(644)

68.6%

(24)

44.4%

(4)

54.9%

(910)

None 1%

(2)

.5%

(1)

.3%

(3)

(0)

.4%

(6)

Other (please explain): 5.9%

(12)

3.6%

(8)

(36)

5.7%

(2)

11.1%

(1)

3.6%

(59)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Did you have any of the following problems (if any) did you experience while using

the PSEO Program?

U of

State

University

Comm.

College/

Tech

Private Unknown

or Other

All

Teachers/counselors at my high

school were unsupportive or

unhelpful

21.5%

(44)

23.2%

(51)

23%

(273)

11.4%

(4)

11.1%

(1)

22.5%

(373)

Instructors/staff at my PSEO were

unsupportive or unhelpful

6.8%

(14)

9.5%

(21)

7.9%

(94)

8.6%

(3)

11.1%

(1)

(133)

Not able to participate in sports,

music or other extra-curricular

activities

22.4%

(46)

11.4%

(25)

10%

(119)

14.3%

(5)

11.1%

(1)

11.8%

(196)

Transportation between my

home/high school and my PSEO

institution is difficult

23.9%

(49)

14.1%

(31)

10.3%

(123)

14.3%

(5)

11.1%

(1)

12.6%

(209)

Not able to enroll in the

postsecondary classes that I

wanted

18%

(37)

35.5%

(78)

13%

(154)

11.4%

(4)

(0)

16.5%

(273)

Credits did not transfer from my

postsecondary institution to my

high school

2.4%

(5)

2.7%

(6)

2.6%

(31)

5.7%

(2)

(0)

2.7%

(44)

Scheduling problems between my

high school and postsecondary

institution

20.5%

(42)

22.3%

(49)

18.3%

(217)

20%

(7)

(0)

19%

(315)

Postsecondary classes were more

difficult than I anticipated

8.8%

(18)

7.7%

(17)

7.7%

(91)

5.7%

(2)

11.1%

(1)

7.8%

(129)

Postsecondary classes were less

challenging than I anticipated

12.7%

(26)

20.5%

(45)

13.2%

(157)

11.4%

(4)

(0)

14%

(232)

None 17.1%

(35)

18.2%

(40)

28.2%

(335)

34.3%

(12)

33.3%

(3)

25.6%

(425)

Other (please explain): 9.8%

(20)

(11)

5.6%

(66)

11.4%

(4)

(0)

6.1%

(101)

What is your overall level of satisfaction with the PSEO Program?

U of

State

University

Comm.

College/

Tech

Private Unknown

or Other

All

Very Satisfied 63.4%

(130)

54.1%

(119)

62.1%

(738)

68.6%

(24)

44.4%

(4)

61.2%

(1015)

Satisfied 29.8%

(61)

42.3%

(93)

33.4%

(397)

25.7%

(9)

22.2%

(2)

33.9%

(562)

In between 2.9%

(6)

3.2%

(7)

3.2%

(38)

2.9%

(1)

0 3.1%

(52)

Dissatisfied 2%

(4)

.5%

(1)

.6%

(7)

0 0 .7%

(12)

Very Dissatisfied .5%

(1)

.1%

(1)

0 0 .1%

(2)

Blank 1.5%

(3)

0 .7%

(8)

2.9%

(1)

33.3%

(3)

.9%

(15)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

Did you intentionally avoid a class through PSEO enrollment?

17.6%

Yes

82.4% No

If yes, why did you want to avoid the class?

10.3% (30) It was too difficult

24.4% (71) It was too easy

55.3% (161) It would be a waste of time

41.9% (122) The quality of instruction was poor

13.7% (40) Disliked peers

18.9% (55) Other (please explain):

With regard to your personal experienc e, what ways (if any) could the PSEO Program

be improved?

U of MN State

Universit

Comm.

College/

Tech

College

Private Unknow

n or

Other

All

Ensure that all credits will transfer

between my PSEO institution and

high school

20%

(41)

19.1%

(42)

24.3%

(289)

17.1%

(6)

11.1%

(1)

22.9%

(379)

More information about which

credits may/ may not transfer to

other colleges/ universities

44.9%

(92)

42.3%

(93)

52.6%

(625)

54.3%

(19)

44.4%

(4)

50.2%

(833)

Reducing scheduling conflicts

between my PSEO institution and

high school

17.1%

(35)

22.7%

(50)

23.8%

(283)

17.1%

(6)

11.1%

(1)

22.6%

(375)

Making transportation easier

between my PSEO institution and

high school

29.8%

(61)

14.5%

(32)

16.8%

(200)

17.1%

(6)

22.2%

(2)

18.2%

(301)

Better counseling system to

support me at my PSEO institution

12.7%

(26)

26.8%

(59)

20.3%

(241)

8.6%

(3)

33.3%

(3)

20%

(332)

Better counseling system at my

high school to help me as a PSEO

participant

26.3%

(54)

35.5%

(78)

31.4%

(373)

8.6%

(3)

22.2%

(2)

30.8%

(510)

More information should be

distributed to students about the

PSEO Program

49.3%

(101)

55.9%

(123)

57.4%

(683)

60%

(21)

55.6%

(5)

56.3%

(933)

None 6.8%

(14)

6.8%

(15)

8.9%

(106)

11.4%

(4)

11.1%

(1)

8.4%

(140)

Other (please explain): 13.2%

(27)

8.6%

(19)

5.3%

(63)

5.7%

(2)

(0)

6.7%

(111)

Stretching Minds and Resources: 20 Years of Post Secondary Enrollment Options in Minnesota

If you were to do it over again, would you choose to participate in the PSEO

Program?

State

University

Comm.

College/Tech

College

Definitely Yes 84.1%

(185)

87.2%

(1037)

Probably Yes 12.3%

(27)

9.5%

(113)

Not Certain 2.7%

(6)

1.6%

(19)

Probably Not .5%

(1)

.6%

(7)

Definitely Not .2%

(2)

Blank .5%

(1)

.9%

(11)