Posted by: Richie Bernardo

For a growing number of Americans, a good education is the ticket to a better future. College opens doors to more career opportunities, higher earnings and new social connections, among other benefits. But how much schooling one receives also matters to some extent. Generally, the higher the level of education one completes, the higher their income potential and the lower their chances of unemployment become.

In this study, WalletHub examined the key factors of a well-educated population: educational attainment, school quality, and achievement gaps between genders and races. We compared all 50 states across 15 total metrics grouped into two categories. The data set ranges from share of adults aged 25 and older with at least a high school diploma to average university quality to gender gap in educational attainment.

Read on for our findings, commentary from a panel of experts and a full description of our methodology. A separate WalletHub analysis identifies the Most & Least Educated Cities.

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

Main Findings

Embed on your website<iframe src="//d2e70e9yced57e.cloudfront.net/wallethub/embed/31075/geochart.html" width="556" height="347" frameBorder="0" scrolling="no"></iframe> <div style="width:556px;font-size:12px;color:#888;">Source: <a href="http://ift.tt/2n4nPIq>  

Most Educated States

Overall Rank*	State	Total Score	‘Educational Attainment’ Rank	‘Quality of Education’ Rank
1	Massachusetts	81.92	1	1
2	Maryland	76.54	3	2
3	Connecticut	71.90	4	9
4	Vermont	71.14	6	3
5	Colorado	70.17	2	23
6	Virginia	69.37	7	5
7	New Hampshire	68.28	5	13
8	Minnesota	66.28	8	14
9	Washington	64.86	9	11
10	New Jersey	64.60	10	10
11	Utah	64.58	11	8
12	New York	57.44	18	16
13	Illinois	56.89	17	19
14	Delaware	56.08	24	6
15	Oregon	55.77	12	39
16	Montana	55.39	13	32
17	Hawaii	54.19	16	36
18	North Dakota	53.29	22	20
19	Wisconsin	53.28	25	12
20	Kansas	52.83	15	44
21	Nebraska	52.53	19	30
22	Maine	52.45	20	29
23	Rhode Island	52.16	21	27
24	Iowa	50.92	27	18
25	Alaska	50.78	14	48
26	California	50.28	36	4
27	Wyoming	48.56	23	43
28	Michigan	48.50	26	33
29	Florida	48.42	37	7
30	Pennsylvania	47.71	29	25
31	North Carolina	46.53	33	21
32	Missouri	46.18	31	28
33	Georgia	45.46	35	22
34	South Dakota	45.40	28	41
35	Ohio	45.17	34	24
36	Arizona	43.43	32	38
37	Idaho	42.97	30	46
38	Indiana	40.74	40	17
39	Texas	39.11	43	15
40	South Carolina	36.52	39	45
41	New Mexico	36.11	38	49
42	Oklahoma	35.58	41	35
43	Tennessee	35.52	42	31
44	Nevada	32.84	44	37
45	Kentucky	31.80	46	26
46	Alabama	31.33	45	40
47	Arkansas	27.18	47	34
48	Louisiana	22.96	48	47
49	West Virginia	21.71	50	42
50	Mississippi	21.06	49	50

*1=Most Educated

 

Embed on your website<iframe src="//d2e70e9yced57e.cloudfront.net/wallethub/embed/31075/geochart-educateds2.html" width="700" height="450" frameBorder="0" scrolling="no"></iframe> <div style="width:700px;font-size:12px;color:#888;">Source: <a href="http://ift.tt/2n4nPIq>

 

 

Ask the Experts

For insight into other topics in higher education, we turned to a panel of experts in various fields. Click on the panelists’ profiles below to read their bios and thoughts on the following key questions:

1. What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?
2. What are the most effective ways to combat “brain drain” across state borders?
3. Are highly educated states better able to withstand economic shocks?
4. To what extent should states consider education policy as part of a broader economic development strategy?
5. Will the reductions in public funding for higher education make states less competitive in the long run?

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• Cinda Klickna President of the Illinois Education Association
• Betty Patterson President of the National Education Association-New Mexico
• Jenna A. Robinson President of The James G. Martin Center for Academic Renewal
• Bernard F. Bragen Teaching Fellow and Assistant Professor of Educational Leadership in the School of Education at Monmouth University
• Richard H. Bauscher Clinical Associate Professor of Education at the University of Idaho
• Monika Kincheloe Lead Director for the GradNation Campaign and Senior Director of Strategic Initiatives and Partnerships at America’s Promise Alliance

Cinda Klickna President of the Illinois Education Association

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

The more a school can offer in a well-rounded curriculum, exposure to all types of careers, job shadowing programs, highly qualified teachers, support staff such as nurses, social workers, psychologists, the more likely a student will find success. Schools should have art and music programs, not just one music class and maybe a band. There should be drama, performing arts, physical education, clubs. Technology must be up-to-date and useful to the classroom. The more a student can be exposed to many experiences, dabble in various activities, and explore interests, the more likely it is that a student will develop a plan for their school years and after graduation.

What has happened is that more and more rules have been placed on educators, and less and less funding has been given to schools, which has led to cuts in crucial areas -- music, art, field trips, clubs, etc.

The student who wants to go into journalism and comes from a district that offers printing, a student-run newspaper, etc., will have an upper hand over a student who graduates from a school that offers none of these experiences. That can be said for many areas of the curriculum.

What are the most effective ways to combat “brain drain” across state borders?

To combat “brain drain” across borders, states need to pass laws that protect jobs, build a strong education system from pre-K through higher education, including vocational programs.

Are highly educated states better able to withstand economic shocks?

Highly educated should mean college graduates, but also people who have earned workforce preparation in the trades. Just being educated may not prevent against an economic shock, but certainly, educated minds can find solutions.

To what extent should states consider education policy as part of a broader economic development strategy?

Education attainment drives a strong economy. Every community can attract and retain quality workers, build an economic engine, and increase productivity, but these all rely on a strong focus on education. That means support with tax dollars, as well as engaged community leaders who openly support the schools.

That also means education policy must be addressed with care and attention to what truly works. Too often, policies are developed by state legislatures without the voice of educators. Policies can either help enhance teaching and learning, or bog down the practitioners in rules, paperwork, and impossible demands.

Policies must also support pre-K programs, vocational and career exploration classes, and of course, higher education. Policies must help educators and communities with partnerships to determine needed jobs in the state or in a town, to help build skills of students to be able to enter the workforce.

Will the reductions in public funding for higher education make states less competitive in the long run?

When a state cuts funding to higher education, it leads to cuts in programs and staff. That then has a downward spiral effect: students look elsewhere to get their college degree. This has been proven in my state of Illinois; programs in education alone have seen huge reductions in numbers of students entering the teaching field. Other fields have seen classes eliminated or a program entirely cut from the offering of the school. More and more students are looking at other states for higher education. Once that drain begins, it will be hard to build back to what once was.

In addition, attracting quality professors becomes even more difficult. To add to the problem of competition, pension rules have been passed that make it harder to recruit educators. Why would a professor decide to come to a state where it will be required to work 45 years to earn a pension, when another state not only offers a better pension plan, but also ensures funding to its higher education institutions?

Betty Patterson President of the National Education Association-New Mexico

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

The quality of K-12 schools and the ability to hire highly qualified teachers makes an important impact on high school completion and college. In many of our districts, students have been taught by substitutes for many of their important classes, like Math and Science. This makes it difficult to complete at the same level as students who have highly qualified teachers in those classes. It also makes it very difficult to comprehend and learn in college classes. It is also important to offer alternative schools with emphasis on stem classes, so students realize and understand their potential. One other consideration is that we need more mental health services to keep our students healthy. When we cut mental health services, and then cut programs that help families get health services, our schools try to meet the needs. This is impossible.

What are the most effective ways to combat “brain drain” across state borders?

One of the most important ways to keep teachers is to respect them and allow them to decide curriculum and tests to be used in classrooms. We also need to have competitive salaries for all education employees. When non-educators decide what should be taught and how, it demoralizes and diminishes what teachers do every day. Honoring collective bargained agreements and sick leave is another important way to keep educators’ voice heard. We have to stop believing that anyone who has gone to school knows what schools should do. The other problem we are experiencing is charter schools that take public school funding away, and are able to serve only a select population.

Are highly educated states better able to withstand economic shocks?

Highly educated states and states with higher-paying jobs are better able to withstand economic crisis. New Mexico has some of the smartest people in the United States, but they are in just a few industries. We need to try to get more STEM-type businesses, so our younger educated people stay, but we have to also offer higher wages. When a large company leaves, many of our brightest young people leave with them.

To what extent should states consider education policy as part of a broader economic development strategy?

We need to be sure our schools are receiving sufficient funding to make changes and add curriculum needed to meet the needs of the businesses located in our state. We also need to look at technical and other vocational classes returning to our schools. Some students don’t need a college education, but may need vocational skills to meet the needs in our fast-changing world. A refrigerator repairman now needs computer skills, as does many other mechanical positions. We need to realize that tax cuts eventually cost our states more, especially when those cuts hurt our schools.

Will the reductions in public funding for higher education make states less competitive in the long run?

Yes, parents want to be sure their children are getting the best education possible. If you think public schools are better in a surrounding state, you might decide to go there. Our military should also be considered when looking at school funding. Military families want to be sent to a state that will educate their students to the best of their ability. We also want to allow skills used by the military to be taught in our schools, such as technical skills, computer skills, etc.

Jenna A. Robinson President of The James G. Martin Center for Academic Renewal

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

Most conventional measures of K-12 school quality is use of test scores and graduation rates to evaluate schools. So, of course, those things are related to college attendance and completion. But they're also correlated with income and parents' education. It's hard to disentangle the role of a school with so many confounding factors.

What are the most effective ways to combat “brain drain” across state borders?

Educated workers are more mobile than uneducated workers. They'll follow the jobs. So, in order to combat "brain drain," states have to focus on being competitive for businesses. They also have to be attractive places to live, with housing that is affordable, safe neighborhoods, and a temperate climate. Most of the states that people moved to last year were business-friendly and affordable; states should concentrate on those goals.

Are highly educated states better able to withstand economic shocks?

Highly-educated people are better able to withstand economic shocks because, in general, they have higher incomes and are less likely to be living paycheck-to-paycheck. But that doesn't necessarily translate to states being solvent, or even being desirable places to live. Illinois is highly educated, but its government is broke, and more people move out of Illinois than move in.

To what extent should states consider education policy as part of a broader economic development strategy?

Education policy plays a role, of course. Parents won't move to a state with failing schools, for example. And individuals can't participate in today's knowledge economy if they're functionally illiterate. But there has been considerable empirical research showing that state investment in higher education doesn't determine economic growth. That's because the number of people educated in a state doesn't always correlate with the number of people that stay to work and live in that state.

Will the reductions in public funding for higher education make states less competitive in the long run?

I don't think there will be an effect. As I've said, highly-educated workers can and do move to follow opportunities. We already have extremely varied state commitment to funding public higher education. Some states are very generous to public universities, and others invest very little. And for the most part, there's no correlation between the funding amounts and state competitiveness. I don't see any reason to expect that relationship to change going forward.

Bernard F. Bragen Teaching Fellow and Assistant Professor of Educational Leadership in the School of Education at Monmouth University

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

The quality of K-12 schooling has a significant impact on both high school and college completion rates. The process begins in elementary school and progresses through middle and high school, where course selection and offerings can either enhance or limit a student’s educational future. For example, having all students take Algebra in 8th grade, or even 7th, enables them the opportunity to take the advanced placement math courses, such as Calculus and Statistics, to best prepare them for college. In addition, most comprehension high schools in our area offer dual enrollment classes, where high school students take college-level courses as part of their program. I know that in the high school where I formally worked as superintendent, students had the opportunity to earn an associates’ degree from a local community college during their four years of high school. These K-12 initiatives are extremely important in preparing students for higher education.

Are highly educated states better able to withstand economic shocks?

Yes. Better educated people have more options and possess skills that more transferable among different vocations, and are thus better equipped to withstand economic downturns.

To what extent should states consider education policy as part of a broader economic development strategy?

Education policy directly impacts the economic status of an area, and it should be part of any economic development strategy. In today's information-based society, an educated populace is needed to drive the economic engines that generate an area’s wealth. New Jersey historically has placed a great deal of value on education, and has benefited economically as a result. The number of pharmaceutical companies based in the region is a direct result of such beliefs, and just one example of the impact education has on our economy.

Will the reductions in public funding for higher education make states less competitive in the long run?

Yes, any reductions in higher education and research support will make the area less competitive in the long run. Those types of reductions are myopic and produce short-term gain at the expense of the future viability of the region. Higher education is crucial to our area’s overall well-being and economic health. This is truer today than it has ever been.

Richard H. Bauscher Clinical Associate Professor of Education at the University of Idaho

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

I strongly believe that a direct correlation exists between the best possible K-12 academic preparation and experience that a student receives, in relationship to their completion of a college degree. A bad educational experience at the K-12 level will derail their go-on rate into a college.

What are the most effective ways to combat “brain drain” across state borders?

Standardized testing, common core curriculum, shared resources and shared progress among states will help to prevent this lag that could occur if “isolation” occurs.

Are highly educated states better able to withstand economic shocks?

I think that the highly educated states can not only withstand economic setbacks, but can also weather the storms in many other ways. At both the K-12 and college level, the students that are well-educated will be more resilient to bounce back when economic downswings hit the respective state(s).

To what extent should states consider education policy as part of a broader economic development strategy?

Policy from all levels help drive the momentum of our student's education. Local K-12 policy in the curriculum area is a must for parents to see the direction that their students will be following, as well as the colleges that must interface with the K-12 schools, if a cohesive educational experience is going to be experienced by students.

Will the reductions in public funding for higher education make states less competitive in the long run?

That depends on the current amount of funding that colleges now receive. If the state funding is now suffering, then a further reduction may cause students to leave the respective state to attend college at schools that are more competitive in their offerings. If a college is now at the higher end of funding, they may very well be able to weather some reductions from the state level by getting more assistance from corporations and businesses, as their funding levels are restored.

Monika Kincheloe Lead Director for the GradNation Campaign and Senior Director of Strategic Initiatives and Partnerships at America’s Promise Alliance

What's the impact of K-12 school quality on rates of high school completion and later college attendance and completion?

A more equitable future for all young people -- no matter where they live -- starts with a quality education that prepares them for high school graduation and keeps them on track to post-secondary attainment.

Based on our research, the collective experience and expertise of individuals at organizations working directly with young people, and the experience of young people themselves, there are six areas that schools and communities should focus on to propel students to high school graduation and future academic success. A quality high school experience occurs in places where the schools and community are working in these six areas. The six areas are to use high-quality data, address the non-academic factors that impact performance, improve school climate, increase the number of caring adult relationships, re-engage student who have left school, and provide pathways through to graduation and beyond. These are not one-shot, silver bullet action areas, but what we’ve seen over time is that a deliberate and concerted effort to support these priorities not only drives up the graduation rate, but improves young people’s experiences during high school and increases their readiness for what’s to come next.

Methodology

In order to determine the most and least educated states in America, WalletHub compared the 50 states across two key dimensions, Educational Attainment and Quality of Education.

We examined those dimensions using 15 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 “most educated.” In certain metrics where women showed an advantage over men and blacks over whites, we gave equal credit to the states with no gender/racial inequality. These metrics were marked accordingly with an asterisk (*).

We then determined each state’s weighted average across all metrics to calculate its total score and used the resulting scores to rank-order our sample.

Educational Attainment - Total Points: 60

• Share of Adults Aged 25 & Older with at Least a High School Diploma: Full Weight (~15.00 Points)
• Share of Adults Aged 25 & Older with at Least Some College Experience or an Associate's Degree: Full Weight (~15.00 Points)
• Share of Adults Aged 25 & Older with at Least a Bachelor's Degree: Full Weight (~15.00 Points)
• Share of Adults Aged 25 & Older with at Least a Graduate or Professional Degree: Full Weight (~15.00 Points)

Quality of Education & Attainment Gap - Total Points: 40

• Quality of School System: Double Weight (~6.15 Points)Note: This metric is based on U.S. News & World Report ’s school systems rating.
• Average Quality of Universities: Double Weight (~6.15 Points)
• Enrolled Students in Top Universities per Capita: Full Weight (~3.08 Points)Note: This metric is based on WalletHub’s “2018 Best Universities Ranking” ranking of America’s top 973 universities.
• Public High School Graduation Rate: Full Weight (~3.08 Points)Note: This metric measures the graduation rate for students who attended high school for four years.
• Public College Graduation Rate: Full Weight (~3.08 Points)Note: This metric measures the graduation rate for students who attended college for four years.
• Projected High School Graduation Rate Increase between 2016-2017 and 2031-2032: Full Weight (~3.08 Points)
• Projected College Graduation Rates for 2020: Full Weight (~3.08 Points)
• NAEP Math & Reading Test Scores: Full Weight (~3.08 Points)
• Share of 2016 High School Class Scoring “3” or Higher on Advanced Placement Exams: Full Weight (~3.08 Points)Note: This metric shows the degree to which students are participating in AP Exams and are achieving scores that qualify them for college credit at most U.S. public colleges and universities.
• Racial Gap in Educational Attainment*: Full Weight (~3.08 Points)Note: This metric specifically measures the difference between the percentage of black bachelor’s degree holders and the percentage of their white counterparts.
• Gender Gap in Educational Attainment*: Full Weight (~3.08 Points)Note: This metric specifically measures the difference between the percentage of female bachelor’s degree holders and the percentage of their male counterparts.

 

Sources: Data used to create this ranking were collected from the U.S. Census Bureau, National Center for Education Statistics, The Chronicle of Higher Education, U.S. News & World Report, Western Interstate Commission for Higher Education, U.S. Department of Education, The College Board and WalletHub research.

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