Browsing by Subject "PSEO"
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Item Identifying Best Practices to Improve Access to PSEO(2022-05) Buisman, McKenna; Chavarria, Tor; Layne, Kobey; Rutkiewicz, JoPeople For PSEO is a nonprofit organization that advocates for Minnesota’s Post-Secondary Enrollment Options (PSEO) program, and works to inform high school students of this opportunity. The PSEO program is a dual enrollment program offering for high school students in Minnesota to earn both high school and college credits simultaneously at no cost to the student. Minnesota statute prescribes a funding formula and eligibility criteria for schools whose students enroll in the PSEO program. Outside of these statutes, schools have too much autonomy in program implementation which leads to some institutions discouraging students from participating as shown in the People for PSEO report on the information gap (Jackson, 2022). In Minnesota, inconsistent implementation of the PSEO program across the state has led to too few students utilizing the program; therefore, there is a need for more state guidance on implementation. Dual enrollment programs in other states are linked to a variety of positive outcomes, including higher rates of high school and college graduation, increased enrollment in a postsecondary institution after high school, and decreased time to degree completion, which lowers student debt loads (Zinth and Barnett, 2018). The main barriers to increased enrollment in the PSEO program are communication, eligibility requirements, and funding.Item Rethinking Adolescence and Education Policy(2024-05-01) Piper, Lauren; Leopold, Melanie; Reese, Sophie; Trueblood, IsabelleWe were commissioned to conduct the research for this report by an organization called The Civic Affairs Trust, or TCAT. TCAT is a Minnesota-based trust whose purpose is to facilitate the redesign of community services and systems so they are self-improving. To date, TCAT's focus has been the K-12 public education system. TCAT approached the Humphrey School with the hypothesis that current policies governing eligibility for two alternative pathways programs, Postsecondary Enrollment Options (PSEO) and the General Education Development test (GED), are creating barriers for students because these policies limit participation based on age. We used qualitative research methods to answer three research questions: 1. What is adolescence? 2. Are age-restricted education policies creating unnecessary barriers to GED and PSEO programs in Minnesota? 3. If age is not a useful measure of readiness for PSEO and GED programs, what alternative measures might we consider? Our conclusions and recommendations around these three questions are based on our qualitative research findings.