Robbinsdale Area Schools

Hennepin Technical College

Robbinsdale Area Schools and Hennepin Technical College logos

Robbinsdale Area Schools and Hennepin Technical College (HTC)  announced a new partnership in Spring 2018, which aims to strengthen pathways to skilled trades and technical education. The collaborative partnership also strives to enhance communications about workforce readiness with students and families at both educational institutions.

Partnering with Hennepin Technical College aligns with our district’s mission to inspire and educate all learners to develop their unique potential and positively contribute to their community.” Carlton D. Jenkins, Ph.D.
Superintendent of Robbinsdale Area Schools

Commitment to technical education

The partnership is a natural fit for the two institutions, as both are committed to technical education. “With a 99 percent job placement rate for our graduates, Hennepin Technical College is demonstrating that we have created an educational environment that is responsive to the needs of students and industry,” said Dr. Merrill Irving, Jr., president, Hennepin Technical College. “Our partnership with Robbinsdale Area Schools will provide students with opportunities to learn in-demand skills needed to secure high-paying jobs.”
 

Commitment to equity and inclusion  

Both institutions are also committed to advancing equity and inclusion. Robbinsdale Area Schools has a diverse student population, which speaks 86 different languages at home, as well as a rich history of engaging diverse populations through an equity lens. In July 2018, the School Board adopted an Equity policy, explicitly stating its commitment “to assure access and opportunity for ALL students, while eliminating gaps in performance based on race, socio-economic status, and language.” 

HTC has a diverse student population with 63% of the students coming from underrepresented populations. The college is ranked 29th nationally for granting Associate’s degrees for women and minorities in Engineering Technologies and Engineering as reported in the December 2018 publication of Diverse Issues in Higher Education.