Posted by: Richie Bernardo

Securing a child’s academic success begins with choosing the right schools. But how can parents decide where to enroll their kids? Because children develop and learn at different rates, the ideal answer to that question varies based on each student’s needs. Unfortunately, most parents can’t afford to place their children in exclusive, private or preparatory schools that give their students greater individual attention.

For the majority of U.S. families, public education is the only option. But the quality of public school systems varies widely from state to state and is often a question of funding. Public elementary and secondary education money usually flows from three sources: the federal, state and local governments. According to the U.S. Department of Education, states contribute nearly as much as local governments, while the federal government supplies the smallest share. Some researchers have found that more resources — or taxes paid by residents — typically result in better school-system performance.

Unlike other research that focuses primarily on academic outcomes or school finance, WalletHub’s analysis takes a more comprehensive approach. It accounts for performance, funding, safety, class size and instructor credentials. To determine the top-performing school systems in America, WalletHub compared the 50 states and the District of Columbia across 25 key metrics. Read on for our findings, expert insight from a panel of researchers and a full description of our methodology.

1. Main Findings
2. Ask the Experts
3. Methodology
4. Resources

Main Findings Embed on your website<iframe src="//d2e70e9yced57e.cloudfront.net/wallethub/embed/5335/geochart-school1.html" width="556" height="347" frameBorder="0" scrolling="no"></iframe> <div style="width:556px;font-size:12px;color:#888;">Source: <a href="https://ift.tt/2LNsrRH>

 

Public School Ranking by State

Overall Rank (1 = Best)	State	Total Score	‘Quality’ Rank	‘Safety’ Rank
1	Massachusetts	74.16	1	1
2	New Jersey	67.09	3	9
3	Connecticut	66.93	2	11
4	New Hampshire	65.11	4	7
5	Vermont	63.18	5	4
6	Virginia	63.03	7	2
7	Minnesota	60.34	6	27
8	Maryland	57.82	10	20
9	Wisconsin	57.59	9	26
10	Colorado	57.45	14	8
11	North Dakota	57.03	11	29
12	Wyoming	57.02	8	37
13	Maine	56.82	16	5
14	Nebraska	56.42	12	28
15	Kansas	55.55	21	6
16	Iowa	55.33	13	35
17	Rhode Island	54.78	19	14
18	Washington	54.58	17	10
19	Delaware	54.36	31	3
20	Kentucky	54.34	20	19
21	Illinois	54.20	15	40
22	New York	53.36	24	12
23	Montana	52.78	18	37
24	Indiana	52.69	22	23
25	South Dakota	52.27	23	24
26	Florida	52.10	25	22
27	Ohio	51.93	29	18
28	Pennsylvania	51.36	30	17
29	Missouri	51.20	26	34
30	Utah	50.99	28	32
31	Michigan	50.07	27	44
32	North Carolina	48.91	32	25
33	Oklahoma	48.79	36	16
34	Idaho	47.84	33	39
35	Tennessee	46.90	39	15
36	Texas	46.90	35	41
37	California	46.33	38	21
38	Georgia	45.67	37	42
39	Hawaii	45.09	41	13
40	South Carolina	42.24	40	46
41	Arkansas	42.18	34	50
42	West Virginia	39.91	44	31
43	Oregon	39.79	42	49
44	Alabama	38.98	43	45
45	Mississippi	38.87	45	43
46	Nevada	38.54	47	36
47	Arizona	37.53	48	30
48	Alaska	35.87	50	33
49	District of Columbia	33.62	49	48
50	Louisiana	32.50	46	51
51	New Mexico	31.53	51	47

 

 

Note: Spendings Ranking refers to “Total Current Expenditures for Public Elementary and Secondary Day Schools per Student” (Highest Amount = Rank 1)

Embed on your website<iframe src="//d2e70e9yced57e.cloudfront.net/wallethub/embed/5335/geochart-school2.html" width="700" height="450" frameBorder="0" scrolling="no"></iframe> <div style="width:700px;font-size:12px;color:#888;">Source: <a href="https://ift.tt/2LNsrRH>

 

Ask the Experts

Giving students a good education is crucial for the future of the country. That responsibility falls to parents, educators and leaders alike. To expand the discussion, we asked a panel of experts to share their thoughts on the following key questions:

1. How will the education policy agenda being pursued by the Trump administration affect the quality of K-12 education across states?
2. Does variation in per-pupil spending explain most of the variation in school quality?
3. What can state and local policymakers do to improve their school systems without raising taxes?
4. In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)?
5. In evaluating the best and worst school systems, what are the top five indicators?

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• Theodore G. Zervas Ph.D., Associate Professor, MAT Coordinator, North Park University
• Laura Hsu Assistant Professor, Merrimack College
• Sandra Stotsky Professor Emerita, University of Arkansas - Department of Education Reform
• Barbara Jeanne Erwin Clinical Associate Professor, Indiana University Bloomington
• Paul T. Hill Distinguished Visiting Fellow, Hoover Institution

Theodore G. Zervas Ph.D., Associate Professor, MAT Coordinator, North Park University

How will the education policy agenda being pursued by the Trump administration affect the quality of K-12 education across states?

There is no way to really predict what impact President Trump and Secretary DeVos’ education policy will have on the quality of education across the nation. But we do know that that Secretary DeVos has called on drastically cutting the Department of Education budget. Secretary DeVos has also proposed using $250 million to create a federally funded, nationwide school voucher program. Most of the vouchers would be used towards private school education. Fewer funds and resources going to public schools would only hurt the quality of education in these schools while more money through a voucher program would help private schools.

Does variation in per pupil spending explain most of the variation in school quality?

Yes and No. It all depends on how the money is being spent at schools. One thousand dollars difference between two students may not have a tremendous impact. It’s all about how to maximize resources and monies to help students. When we are talking about two or three thousand dollars them we may see an impact on the quality of education. But again here we have to look if the money is being spent effectively.

What can state and local policymakers do to improve their school systems without raising taxes?

We have to remember that schools are part of the community. Local business, community members, and other stakeholders need to get more involved in their local schools to help support their schools, both financially and through other support networks. For a long time college and universities have sought the help of donors. I think k-12 public schools could do the same.

In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)?

While teachers and school resources are important they are not the main contributing factor to a child’s success. Rather a child’s family background and child’s support network outside of school are the most important factors in a student’s success. The more people behind the child the more likely he/she will succeed.

In evaluating the best and worst school systems, what are the top 5 indicators?

Test scores are not the best indicators but we do not have many solid indicators when evaluating schools. Some things can’t be measured well, like student or parent satisfaction of their schools. Today, most high schools do not keep track of their students after high school to see if they went on to college, or decided to pursue another path. When someone is looking for schools for their child I tell them the best thing they could do is look at the school report card, but also visit the school and talk to the teachers and administrators about the school and school community.

Laura Hsu Assistant Professor, Merrimack College

In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)?

I will say that from literature I have read, more than any factor, teacher quality seems to be the strongest predictor of student achievement. Thus, recruiting and retaining strong teachers would ideally be the priority for every school. This is, of course, linked to budgets -- what can schools afford to offer teachers? And what kind of institutional support can they provide teachers once they are hired? Teacher retention continues to be a concern in K-12 education. Often, teachers report they feel overworked and underpaid. What undergirds this is the value placed on the teaching profession in our country (as opposed to other countries who compensate their teachers significantly more, such as Finland). A change in perception is important if any changes in compensation will occur. In my own institution, I see students changing majors because of such concerns about the future. Although I convey to students that money is not the “be all end all” of feeling fulfilled, students and their parents have practical concerns, particularly with the rising cost of college tuition.

Sandra Stotsky Professor Emerita, University of Arkansas - Department of Education Reform

Does variation in per pupil spending explain most of the variation in school quality?

The work/research of economist Eric Hanushek for years has told us that spending more money on education does not result in higher school achievement or quality. 

What can state and local policymakers do to improve their school systems without raising taxes?

1. Allow public schools to hire directly college graduates who have majored in a subject taught in a normal k-12 curriculum (for subject area teaching from grade 5 to grade 12). No requirement that they attend or complete a teacher preparation program.
2. Eliminate all professional development provided by external providers; professional development should be within and between discipline-based departments (no evidence to support externally provided professional development in any subject).
3. Eliminate all reading and math coaches – no evidence to support their effectiveness.
4. Eliminate all federal/state mandated tests for k-12; use district-based teacher-made tests by subject area in high school for high school diploma.
5. Develop transitional grade 9 for students unable to read at high school level.
6. Develop regional (independent) grades 9-12 career/technical high schools and performing arts high schools as options-for all grade 8 students to consider, with support of local industries/business for choice of workshops offered – see as model Blackstone Valley regional vocational/technical high school or Worcester Technical high school or Ellington School for Performing Arts in DC.
7. Hire for k-4 as primary grade teachers only those who can pass separately scored reading and math licensure tests as developed in ma in 2003 and 2008.
8. Eliminate all computer-based testing.
9. Eliminate all data managers and assistant administrators in all subjects. Restore high school department chairs after requiring they have at least a ma or ms degree in the discipline/subject they chair.

In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)? 

Family stability and support most important, as 1966 Coleman Report and 1965 Moynihan Report implied.

In evaluating the best and worst school systems, what are the top 5 indicators?

1. Daily attendance by students.
2. Daily attendance by teachers.
3. Accelerated curriculum in math and reading available from grade 5 on for fast learners regardless of race or creed or gender.
4. Active PTO (not PTA).
5. Optional high school curriculum sequences available.
6. Teacher/parent committees to choose textbooks for math, science, and history, and suggest literary texts for reading K-12. 

Barbara Jeanne Erwin Clinical Associate Professor, Indiana University Bloomington

Does variation in per pupil spending explain most of the variation in school quality?

Absolutely. Education has been losing $$ over the last decades. Educators are asked to do more (federal and state mandates) with less funding. I am still waiting for full funding of idea passed in 2004.

In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)?

SES is the number one factor of student success.

In evaluating the best and worst school systems, what are the top 5 indicators?

Trying to measure best and worst is not easy; the states all have different funding systems and state required tests. The first nationally normed test we usually see in a school system comes up in high school—the act or sat. We keep comparing apples to oranges. Unfortunately most parents do not understand that education in one state usually has different state funding mechanisms than the state they are living in…..good luck with that.

Paul T. Hill Distinguished Visiting Fellow, Hoover Institution

How will the education policy agenda being pursued by the Trump administration affect the quality of K-12 education across states?

Private school choice is more polarizing that effective: it will prove a dead end because good new schools will, not emerge to serve the majority of students. In the meantime trump and DeVos will divide the charter school movement on ideological grounds and increase its political liabilities.

Does variation in per pupil spending explain most of the variation in school quality?

It explains very little, in part because high spending is accompanied by oppressive union contracts and state regs. There is probably a minimum level of spending for decent schools and some states fall below it. But the best combination is moderate spending (c. $12,000/pupil) low regulation, and constant pruning of ineffective schools.

What can state and local policymakers do to improve their school systems without raising taxes?

Deregulation, encourage new school formation, accountability. Being open to new schooling models and operators via chartering is a v important factor, if not a panacea.

In setting a child up for success, how important is the quality of the school relative to other factors (family, neighborhood, etc.)?

Impossible to say in general. Schools can make a huge difference but the kid needs a supportive home environment too. It is crazy to say one or the other, because they are independent. The left and right both emphasize one side of a tight relationship.

In evaluating the best and worst school systems, what are the top 5 indicators?

Is teacher turnover low in all schools or high in some and low in others; in what % of the schools is the average kid unlikely to graduate or be eligible for college (negative); what proportion of kids leave elementary school reading at grade level and mastering fractions, percentages, etc.; what is the probability that a student leaving 8th grade will graduate HS 4 years later; what proportion of the students can alter college and need no remediation?

Methodology

In order to determine the best and worst states for public-school education, WalletHub compared the 50 states and the District of Columbia across two key dimensions, including “Quality” and “Safety.”

We evaluated those dimensions using 25 relevant metrics, which are listed below with their corresponding weights. Each metric was graded on a 100-point scale, with a score of 100 representing the highest quality of public K–12 education.

Finally, we determined each state and the District’s weighted average across all metrics to calculate its overall score and used the resulting scores to rank-order our sample.

Quality – Total Points: 80

• Presence of Public Schools in “Top 700 Best U.S. Schools”: Full Weight (~3.64 Points)Note: This metric measures the number of public schools in U.S. News & World Report’s “Top 700 Best U.S. Schools” ranking adjusted by the number of public schools for each state in the U.S. News & World Report sample.
• Blue Ribbon Schools per Capita: Full Weight (~3.64 Points)Note: The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups.
• High School Graduation Rate Among Low-Income Students: Full Weight (~3.64 Points)
• Projected High School Graduation Rate Increase Between 2017-2018 and 2031-2032 School Years: Full Weight (~3.64 Points)
• Dropout Rate: Double Weight (~7.27 Points)
• Math Test Scores: Double Weight (~7.27 Points)Note: This metric measures the scores earned by fourth and eighth graders.
• Reading Test Scores: Double Weight (~7.27 Points)Note: This metric measures the scores earned by fourth and eighth graders.
• Share of 2017 High School Class Scoring “3” or Higher on Advanced Placement Exams: Double Weight (~7.27 Points)
• Median SAT Score: Double Weight (~7.27 Points)
• Median ACT Score: Double Weight (~7.27 Points)
• Share of High School Graduates Who Completed ACT and/or SAT: Double Weight (~7.27 Points)Note: For this metric, the percentage sum may be larger than 100 percent, considering some students completed both standardized tests. However, no data specifying the number of students who did so are available.
• Division of SAT Results by Percentile: Full Weight (~3.64 Points)
• Division of ACT Results by Percentile: Full Weight (~3.64 Points)
• Pupil-Teacher Ratio: Full Weight (~3.64 Points)
• Share of Licensed/Certified Public K–12 Teachers: Full Weight (~3.64 Points)

Safety – Total Points: 20

• Share of Threatened/Injured High School Students: Double Weight (~3.33 Points)Note: This metric measures the percentage of public school students in grades 9 to 12 who reported being threatened or injured with a weapon on school property.
• Share of High School Students Not Attending School Due to Safety Concerns: Full Weight (~1.67 Points)Note: This metric measures the percentage of public school students in grades 9 to 12 who reported not attending school because they felt unsafe at or on their way to or from school.
• Share of High School Students with Access to Illegal Drugs: Full Weight (~1.67 Points)Note: This metric measures the percentage of public school students in grades 9 to 12 who reported that illegal drugs were made available to them on school property.
• Share of High School Students Participating in Violence: Full Weight (~1.67 Points)Note: This metric measures the percentage of public school students in grades 9 to 12 who reported involvement in a physical fight at least once during the previous 12 months on school property.
• Share of Armed High School Students: Full Weight (~1.67 Points)Note: This metric measures the percentage of public school students in grades 9 to 12 who reported carrying a weapon on school property.
• Number of School Shootings (1990-present (May 30, 2018)): Full Weight (~1.67 Points)
• Presence of Adopted and Enacted Laws Regulating Mandatory School Resource Officers: Full Weight (~1.67 Points)
• Bullying Incidence Rate: Double Weight (~3.33 Points)
• Disciplinary Incidence Rate: Full Weight (~1.67 Points)Note: Rate measured per 100,000 students.
• Youth Incarceration Rate: Full Weight (~1.67 Points)Note: Rate measured per 100,000 population aged 20 and younger.

Resources:

• Summary video with V/O
• Summary video without V/O

Sources: Data used to create this ranking were collected from the U.S. Census Bureau, U.S. Department of Education, National Conference of State Legislatures, National Center for Educational Statistics, Centers for Disease Control and Prevention, Western Interstate Commission for Higher Education, Office of Juvenile Justice and Delinquency Prevention, U.S. News & World Report, College Board, Ballotpedia and ACT.

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