Minnesota sets record with highest graduation rate

Minnesota’s class of 2025 achieved the state’s highest-ever high school graduation rate, with a record 84.9% of students finishing in four years. 

The milestone marks continued progress for the state. The graduation rate rose from 84.2% in 2024 and 83% in 2021, when the pandemic temporarily slowed gains. In recent years, Minnesota has made notable improvements, particularly among historically underserved student groups. 

“The graduation rate has been trending upward for several years. Gaps between groups have been slowly closing,” said Michael Diedrich, a senior education consultant with more than a decade of experience at the Minnesota Department of Education (MDE). “A lot of people in a lot of places are doing a lot of work – folks in school districts and charter schools.” 

Diedrich emphasized the connection between academic performance and student engagement. 

“That combination of how students are doing academically and how connected they feel – those two concepts are in a feedback loop,” he said. “The better students are doing academically, the more connected they feel, and vice versa.” 

He noted that life challenges can disrupt that connection. “When something happens in a student’s life – perhaps a student becomes newly homeless, enters foster care, needs to get a job to support their family, or spends more time caring for siblings – we must connect them with available programs.” 

Christy Irrgang, another senior consultant at MDE, focuses on alternative education programs designed to re-engage students who may struggle in traditional settings. 

“The best way to look at alternative programs is as whole-child, community-based opportunities to re-engage students who might otherwise withdraw from school,” Irrgang said. “These programs serve students who have experienced difficulties in the traditional education system.” 

Minnesota has more than 500 state-approved alternative programs that include both core school day and out-of-school learning programs. These programs also serve younger students in kindergarten through eighth grade. Summer programming is a key component, offering additional academic support led by licensed teachers to help students stay on track. 

“These programs are supported by state funding and provide more instructional time so students can stay caught up over the summer,” Irrgang said. “Many states don’t have state-funded programs like this.” 

Minnesota is also one of eight states participating in the State Action Collaborative for High School Alternatives, a national initiative aimed at improving policies and practices for students in alternative education settings. The collaborative connects state teams to share strategies, receive technical assistance and strengthen support for students underserved by traditional K–12 systems. 

Other participating states include Arkansas, California, Indiana, Kentucky, Michigan, Oregon and Rhode Island. 

Irrgang said the collaboration allows Minnesota to both learn from and contribute to national best practices. She highlighted interest in Kentucky’s “alternative programs of distinction,” which annually recognize high-performing programs and provide leaders with additional resources. 

“Minnesota also has people who should be recognized for the excellent work being done here,” she said. 

At the same time, other states are taking note of Minnesota’s initiatives – particularly its student advisory group, which helps inform education policy and practices. 

“The student advisory group is made up of students from each region of the state,” Irrgang explained. “We invite them into spaces where decisions are being made. They provide input and guidance to policymakers, talk with their peers and work alongside us.” 

Irrgang has been invited to present on the student advisory program at a national conference in San Diego this November. 

Looking ahead, Diedrich said continued progress will depend on maintaining student connection and addressing emerging challenges. 

“It comes back to that loop between academics and connectedness to school,” he said. “We must recognize all the different ways that loop can break down. That’s why we need so many people at MDE – to meet those individual needs.” 

He added that MDE will also be monitoring potential impacts from immigration enforcement activity across the state this winter, which could affect student stability and engagement.