A recently released report from progressive institute The Century Foundation ranked Minnesota number one in the nation for immigrant student support.
The report judged states on three primary factors; (1) how specific the language used by the state government surrounding immigrant students was, with the preferred term being “newcomers” for its broad applicability to migrants, immigrants, and asylum seekers, (2) how carefully data is collected and analyzed on “newcomer” students, with data ideally precisely organized to inform state funding, and (3) how explicitly a state names and funds programs to support “newcomer” students in its yearly state budget, with all districts in the state receiving potential funding.
While Minnesota ranked highest in the nation for immigrant student support, The Century Foundation argued that its efforts should still be considered insufficient, awarding Minnesota a 2.67 on a four point scale.
The Century Foundation did not release a detailed analysis of Minnesota-specific data, but did give Minnesota a ranking of 3 (out of 4) in the Terminology and Identification category, 2 (out of 4) in the Data Collection Category, and a 3 (out of 4) in the State-Level Funding category. No other state received a score of 3 in the State-Level Funding category.
Under the rubric provided above, no state achieved a 4 on any of the categories. The purpose of such a high, completely unreached bar appears to be a spur: designed to incite conversation and push policy towards more complex initiatives. It begs the question: should Minnesota truly receive such a poor grade on immigrant student support?
Minnesota’s resources for immigrants are robust, designed to support the estimated 10 percent of Minnesota residents who are immigrants. Immigrants and refugees who enter Minnesota may not have family, community, money, or an English-speaking background. This presents a significant logistical problem for policymakers and community members who must identify, educate, support, and communicate with immigrants to enfold them into Minnesota’s community. The Office of New Americans was created in 2023, joining programs like the Resettlement Programs Office, designed for refugees, and the Migratory Educational Program, designed for migratory agricultural workers.
Programs designed to help immigrant families indirectly help immigrant students — as parents successfully assimilate to Minnesota’s norms and customs, their children follow. But Minnesota’s support of immigrant students doesn’t just stop there. The North Star Promise program allows all Minnesota students, regardless of immigration status, with household incomes under $80,000 to attend state colleges and universities for free. English Learner Education in the state, funded through federal Title III funds, received $10.8 million in 2023 to aid the 9.6 percent of Minnesota students who are English learners. A taskforce established in 2024 will continue to look for ways to effectively utilize state funds in public school English Learner Programs. Additionally, the Immigrant Children and Youth Program uses federal funds to give immigrant children access to personalized resources, which can include family education, supplemental instruction, and cultural introductory programs. Funds are accessible all students aged 3-21.
The Manhattan Institute argues that assimilation, properly understood, is an essential part of welcoming immigrants to America and ensuring their success. To that end, they note that English acquisition is perhaps the most important piece of that puzzle, with an American education coming as a close second. As Minnesota continues to prioritize English acquisition and access to American education for immigrants, it is to be hoped that more focused programs enabling American assimilation will follow. While The Century Foundation ranked Minnesota’s spending on immigrant student-specific state funds as highest out of all fifty states, the dollar amount spent on immigrant students ultimately is irrelevant. Programs must be judged on immigrant student outcomes.
These Minnesota student resources work: despite overwhelming personal challenges, many Minnesota immigrants complete high school and college. More Minnesota immigrants will attain a graduate degree than US-born natives. Furthermore, the number of foreign-born Minnesotans possessing a bachelor’s degree or higher has nearly doubled since 2010. Since 2000, the amount of Minnesota immigrants who speak English “only” or “very well” has risen, even amidst rising immigration numbers.
There is still room for improvement. The scholastic achievement gap between immigrant and native-born students must be closed, high school graduation rates must increase, and the rate of immigrant English speakers in the state must continue to rise. Yet all immigrants, including immigrant students who do not complete high school, can still contribute to the state in significant ways through their involvement in the workforce. The Minnesota Department of Employment and Economic Development writes that
Wherever they work, these new Minnesotans are a vital part of the state’s economy, providing rapid growth to an otherwise aging and slowing labor force. Immigrants have proven to be ready and willing contributors, with high and rising labor force participation rates. While some have educational and language barriers to certain jobs, there are a variety of occupations, including many that are in critical need of workers, where immigrants already contribute in significant numbers.
Minnesota may not now, or ever, have an expensive data-collecting system that’s complex enough to satisfy The Century Foundation’s dream program standards. Yet the state’s tradition of welcoming immigrants and funding public programs for their support has overwhelmingly earned Minnesota’s status as the highest supporter in the nation for immigrant students.
