2007 Legislative Session

Enrollment of students of color in Minnesota continues to increase, while enrollment of White non-Hispanic continues to decline. According to the 2006 State of Students of Color, Minnesota had an enrollment of 20% students of color in Minnesota schools. Despite modest gains the achievement gap continues, especially in math, reading, and writing. The report further affirms that students of color are less likely to be prepared for higher education and less likely to enroll in college preparation curriculum in high school. There is considerable overlap of low achievement with poverty, and poverty often correlates with race.

Helping students of color access higher education
A major barrier to students of color in admission to higher education is the lack of experience with higher education in the students’ environment. In order to sustain their motivation as they move from elementary to middle school, students need to see their future role in higher education. The building blocks to ensure success include making sure students are prepared with requisite knowledge and skills as well as encouragement. All the influential people in students’ live play a role, including middle school parents, to establish expectations for students’ future aspirations at two-year and four-year institutions. Family education beginning in middle school is needed to meet this goal. Additionally, the support through campus visits, summer camp experiences on campus, and ongoing tutoring programs provide the tools to help students see a way to get there. Funding for higher education and K-12 schools is needed to further these critical relationships.
 
Building a workforce of teachers of color  
Teachers of color serve as mentors, role models, cultural translators, and advocates for students of color according to a 2004 report, Minority Teacher Recruitment, Development, and Retention from Brown University. The knowledge of community and the world that teachers of color possess affects their interaction with students as well as their effectiveness of instruction. White teachers can misinterpret behaviors of students of color, contributing to their overrepresentation in special education. Teachers who understand the reality of students of color and their families can help overcome the cultural barriers that can block communication between schools and families.

The teacher preparation pipeline begins in high school. Funding is needed for pre-college support programs that include skill development as well as apprenticeships in schools so that students have an experience in a teaching role.  Scholarships for potential teachers of color, support structures for test preparation, and creation of a support network for inservice and preservice teachers of color are needed.

Action Needed by Minnesota Legislature:

• Funding for programs to support middle and high school students in poverty so that access to higher education is in their picture of the future
• Funding for scholarships and incentives for new Teachers of Color

Action Needed by Higher Education:

• Further partnerships with K-12 schools to develop college access programs
• Recruit more faculty of color
• Utilize personal recruitment strategies targeting students of color who may be interested in teaching