Center for Economic Inclusion - Indicators for an inclusive regional economy

Human Capital

Postsecondary degree attainment

Why this matters

Research reveals that workers with college degrees earn more in today's knowledge-driven economy than workers without one. Yet many Black, Indigenous, Hispanic, and Asian students face additional financial, academic, and social barriers to earning degrees. An equitable economy would enable all students, regardless of their race, to invest in their education and gain specialized skills, and would increase our region’s capacity for innovation, growth, and competitiveness.

What this means

While 60% of White and Asian-American Minnesota adults age 25 to 44 possess a post-secondary degree, the same is true for far lower shares of other racial and ethnic groups--30% of Black adults, 24% of Hispanic adults, and 18% of Indigenous adults. Shares are even lower among groups that include many recent immigrants and refugees, such as Somalis (18%), Salvadorans (11%), and Burmese (5%).

Professional certificates, including in information technology, nursing, construction, and more, can also offer pathways to better-paying jobs. The Minnesota Legislature set a goal to help at least 70 percent of Black, Indigenous, Hispanic, Asian, and White adults between the ages of 24 and 44 earn an associate’s degree or higher, or receive a professional certificate, by 2025. Approximately 8 percent of Indigenous adults, 8 percent of White adults, and 7 percent of Black adults have earned these certificates, as of 2020.

Community perspective

Quotes in this section come from residents of the Minneapolis-St. Paul region and are intended to offer context for understanding the Indicators. They were shared with the Center for Economic Inclusion in a series of community engagement sessions conducted over the course of this project.

“Investing in programs that offer trainings for trades with direct pathways to employment in lower-income communities – including information technology, certified nursing assistants, commercial drivers’ licenses, and construction - will bring about better living conditions.”

Additional Research & Partners

Additional Research:

Partners:

What you can do

Employer Strategy:

Employers can provide benefits like loan forgiveness, tuition reimbursement, or time off to pursue or complete degrees, which encourages employees to invest in skills that will increase their value and contributions to the organization.
Employers can address talent shortages by partnering with community colleges to co-create certificates that train students for in-demand jobs – and hiring students with these credentials.

Community Strategy:

Community advocates can invest in community organizations that support students in their postsecondary education journey, with particular focus on organizations which target underserved communities and those with low postsecondary education rates.

Local Policy:

City and county officials can invest in childcare to ensure equitable access to education from a child’s earliest years onward.
City and county officials can fund K-12 + public higher education adequately and equitably to ensure students have the skills they need to succeed in postsecondary education.
City and county officials can invest in college savings accounts for low-income children, as the City of St. Paul’s CollegeBound Saint Paul Program does.

State Policy:

State policymakers can enact legislation that enables companies to contribute tax-free loan assistance to employees per year for federal and private student loans. This change can help businesses further establish and partake in tuition assistance programs.
State policymakers can fund K-12 + public higher education adequately and equitably to ensure students have the skills they need to succeed in postsecondary education.
State policymakers can provide financial and technical resources necessary to achieve the Minnesota Legislature’s goal of 70% of Minnesota adults age 25 to 44 attaining a postsecondary certificate or degree by 2025.