Is School Funding Fair - 4th Edition

Is School Funding Fair?
A National Report Card

FOURTH EDITION: SPRING 2015
Bruce D. Baker, Rutgers University
David G. Sciarra, Education Law Center
Danielle Farrie, Education Law Center
Bruce D. Baker, Rutgers University

David G. Sciarra, Education Law Center
Danielle Farrie, Education Law Center
About the Authors

Bruce Baker is a professor in the Department of Educational Theory, Policy and Administration in
the Graduate School of Education at Rutgers University. He is co-author of Financing Education
Systems with Preston Green and Craig Richards, author of numerous peer-reviewed articles
on education finance, and sits on the editorial boards of the Journal of Education Finance and
Education Finance and Policy. He also serves as a research fellow for the National Education
Policy Center.
David Sciarra is Executive Director of the Education Law Center (ELC) in Newark, New Jersey. A
practicing civil rights lawyer since 1978, he has litigated a wide range of cases involving socioeconomic rights, including affordable housing, shelter for the homeless, and welfare rights. Since 1996,
he has litigated to enforce access for low-income and minority children to an equal and adequate
education under state and federal law, and served as counsel to the plaintiff students in New
Jerseys landmark Abbott v. Burke case. He also does research, writing, and lecturing on education
law and policy in such areas as school finance, early education, and school reform.
Danielle Farrie is Research Director at the Education Law Center (ELC). She maintains a large
database of educational data and conducts analysis to support litigation and public policy for
ELC and partner organizations. Before joining ELC, she conducted research in the field of urban
education on such topics as school choice, racial segregation, and school segregation. She has
also co-authored peer-reviewed articles on how race affects perceptions of school quality and
on parental involvement among low-income families. She holds a Ph.D. in sociology from Temple
University.
Acknowledgments
We would like to thank Richard Coley and the Educational Testing Service for their generous
support of our research and for the production of this report.
For more information and to download copies of this report, go to www.schoolfundingfairness.org.
Copyright 2015 Education Law Center, Newark, N.J.
Table of Contents
I. Introduction..................................................................................................................................1

The Slow Recovery on School Funding....................................................................................1
Analyzing School Funding Fairness..........................................................................................2
The Fairness Principles........................................................................................................2
Why Measure Fairness?......................................................................................................3
Research Method................................................................................................................3
The Fairness Measures........................................................................................................4
Resource Allocation Indicators............................................................................................4
II. Evaluating the States...................................................................................................................5

National Trends in Student Poverty...........................................................................................5
The Four Fairness Measures.....................................................................................................5
Fairness Measure #1: Funding Level...................................................................................6
Fairness Measure #2: Funding Distribution.........................................................................8
The State Fairness Profiles................................................................................................12
Fairness Measure #3: Effort...............................................................................................18
Fairness Measure #4: Coverage........................................................................................22
III. The National Report Card: Fourth Edition................................................................................24

IV. Fair School Funding and Resource Allocation.........................................................................26

Early Childhood Education......................................................................................................26
Wage Competitiveness...........................................................................................................28
Pupil-to-Teacher Ratios..........................................................................................................30
Conclusion..............................................................................................................................32
Appendix A: Data and Methodology.............................................................................................33
Appendix B: National Child Poverty Rates ...................................................................................35
Appendix C: Fairness Measures and Resource Allocation Indicators .........................................37
List of Tables
Table 1. The National Report Card............................................................................................... 25
Table A-1. Data Sources for Construction of Fairness Measures and

Resource Allocation Indicators....................................................................................34
Table B-1. Child Poverty by State and Year..................................................................................35
Table B-2. Poverty Concentration in School Districts by State.....................................................36
Table C-1. Funding Level...............................................................................................................37
Table C-2. Funding Distribution.....................................................................................................38
Table C-3. Effort............................................................................................................................41
Table C-4. Coverage......................................................................................................................43
Table C-5. Early Childhood Education..........................................................................................44
Table C-6. Wages..........................................................................................................................46
Table C-7. Pupil-to-Teacher Fairness Ratio..................................................................................48
List of Figures
Figure 1. National Trend in Concentrated Poverty..........................................................................5
Figure 2. Predicted Funding Level, 2012.........................................................................................7
Figure 3. Change in Funding Level and Rank.................................................................................8
Figure 4. State Funding Distribution................................................................................................9
Figure 5. States "Improving" Funding Distribution, 2007 to 2012.................................................11
Figure 6. State Fairness Profile.....................................................................................................12
Figure 7. Big Sky...........................................................................................................................13
Figure 8. Gulf Coast......................................................................................................................13
Figure 9. Mid-Atlantic....................................................................................................................14
Figure 10. Midwest........................................................................................................................14
Figure 11. New England................................................................................................................15
Figure 12. North Central................................................................................................................15
Figure 13. Pacific...........................................................................................................................16
Figure 14. Prairie...........................................................................................................................16
Figure 15. South Coast.................................................................................................................17
Figure 16. Southeast.....................................................................................................................17
Figure 17. Southwest....................................................................................................................18
Figure 18. Effort Index...................................................................................................................19

Figure 19. Percentage Change in Effort Index..............................................................................21
Figure 20. Coverage......................................................................................................................23
Figure 21. Early Childhood Education...........................................................................................27
Figure 22. Wage Competitiveness................................................................................................29
Figure 23. Pupil-to-Teacher Fairness Ratio...................................................................................31
I. Introduction
The Slow Recovery on School Funding
While the United States was recovering from the recent economic stress caused by the Great
Recession, individual state economies were improving at a slow pace. In 2012, however, state
education budgets came to a crossroads, as most states had exhausted their allocations of federal
stimulus dollars. Would states step up to replace the lost federal funding in their education budgets
by boosting state revenue?
In prior editions of this report, we noted how many states used stimulus funds distributed through
the American Recovery and Reinvestment Act (ARRA) to support the states share of education
funding from 2009 through 2011. One study shows that many states used the stimulus funds to
offset cuts in state education aid, effectively filling holes in their overall state budgets.1
The data in this Fourth Edition show that by 2012, most states had failed to restore state aid to
pre-Recession levels or to otherwise close education budget gaps that resulted when stimulus
funds were depleted. In fact, the Center on Budget and Policy Priorities reports that at least 30
states are providing less state aid (inflation adjusted) per student in 2015 compared to 2008.2 Local
revenues also suffered in the aftermath of the recession because of declining property values. Even
when property values do improve, revenue gains often lag behind by years.3
Before the Recession, school funding in many states was not sufficient enough to provide the education resources all students need to flourish during their K-12 years, and to be prepared for college
and the workforce. As this report documents, states have yet to make progress in restoring cuts
triggered by the recession, let alone meet their responsibility to fund at levels sufficient to ensure all
students an equal opportunity to learn. This failure directly impacts local districts and schools as
they struggle without the funds necessary to provide essential resources and meet student needs.
Even as school funding has yet to rebound to pre-Recession levels, states are adopting the more
challenging Common Core curriculum standards and assessments. These mandates come with
added cost, from updating textbooks and technology, to providing professional development, to
purchasing new standardized tests. States are under pressure to improve underperforming schools
and implement new teacher evaluations, adding further stress on limited education budgets.
This National Report Card shines a spotlight on those states that, despite the effects of the
Recession, are making the effort to provide fair school funding. The report also highlights those
states that have not responded despite the recovery, and continue to fall behind. A conversation on
how the states finance public education is long overdue and urgently needed. We hope this report
contributes to the national dialogue on achieving the goal of preparing all children for college and
career.
Sciarra, David, Danielle Farrie, and Bruce Baker, 2010. Filling Budget Holes: Evaluating the Impact of ARRA Fiscal Stabilization Funds on State Funding
Formulas. Working Paper. The Campaign for Educational Equity. New York.
Michael Leachman and Chris Mai, Most States Still Funding Schools Less Than Before the Recession. Center on Budget and Policy Priorities. October
16, 2014, http://www.cbpp.org/cms/index.cfm?fa=view&id=4213
Byron F. Lutz, The Connection Between House Price Appreciation and Property Tax Revenues, Federal Reserve Board of Governors, September 12,
2008, http://www.federalreserve.gov/pubs/feds/2008/200848/200848pap.pdf.
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Is School Funding Fair? A National Report Card
Analyzing School Funding Fairness

Before we can effectively analyze how well states fund public education, we must answer one
critical question: What is fair school funding? In this report, fair school funding is defined as
a state finance system that ensures equal educational opportunity by providing a sufficient
level of funding distributed to districts within the state to account for additional needs
generated by student poverty.
The fourth edition of Is School Funding Fair? A National Report Card examines school funding
fairness in the midst of a slow economic recovery from the Great Recession. That recovery, for the
most part, has not yet extended to school funding.
The National Report Card measures the fairness of the school finance systems in all 50 states and
the District of Columbia according to the definition above. The central purpose of the Report Card
is to evaluate the extent to which state systems ensure equality of educational opportunity for all
children, regardless of background, family income, where they live, or where they attend school.
Equal educational opportunity means that all children and all schools have access to the resources
and services needed to provide them with the opportunity to learn.
The Fairness Principles

The Report Card is built on the following core principles:
Varying levels of funding are required to provide equal educational opportunities to children
with different needs.
The costs of education vary based on geographic location, regional differences in teacher
salaries, school district size, population density, and various student characteristics. It is
critical to account for as many of these variables as possible, given the availability of reliable
data.
The level of funding should increase relative to the level of concentrated student poverty
that is, state finance systems should provide more funding to districts serving larger shares
of students in poverty. Economists often evaluate systems as progressive or regressive.
As used in this report, a progressive finance system allocates more funding to districts with
high levels of student poverty; a regressive system allocates less to those districts; and
a flat system allocates roughly the same amount of funding across districts with varying
needs.
Student poverty especially concentrated student poverty is the most critical variable
affecting funding levels. Student and school poverty correlates with, and is a proxy for, a
multitude of factors that increase the costs of providing equal educational opportunity
most notably, gaps in educational achievement, school district racial composition, Englishlanguage proficiency, and student mobility. State finance systems should deliver greater levels
of funding to higher-poverty versus lower-poverty settings, while controlling for differences in
other cost factors.4
Current data do not permit inclusion of measures for additional student characteristics, particularly students with disabilities and limited English proficiency,
without compromising the relationship between school funding and poverty, the main focus of this analysis. For more information, see the technical
appendix at http://www.schoolfundingfairness.org/SFF_Data_and_Methods.pdf.
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While the distribution of funding to account for student need is crucial, the overall funding level in states is also a significant element to fair school funding. Without a sufficient
base, even a progressively funded system will be unable to provide equitable educational
opportunities.
The sufficiency of the overall level of funding in any state can be assessed based on comparisons to other states with similar conditions and similar characteristics. Using available
national data, average differences in state and local revenues between states, as well as
within states, can be projected and indexed to compare expected state and local revenues
per pupil under a given set of conditions. These expected values are derived from a statistical
model that predicts funding levels while controlling for various school district characteristics.
These predicted funding levels allow for more direct comparisons of districts having similar
characteristics across states.
Why Measure Fairness?

Based on these core principles, the data and measures presented in the National Report Card
focus on the central question concerning the 50 state school finance systems: Do they support
equal educational opportunity for all students and, in particular, for low-income students in school
districts with concentrated poverty? Put simply, do the states provide fair school funding?
Policymakers, educators, business leaders, parents and the public at large urgently need
better and more reliable information to understand the fairness of our existing finance systems,
identify problems with those systems, and devise and implement policy solutions to advance
school funding fairness. Without a nationwide commitment to the principles of fair school funding
and states that address funding inequities through progressive finance systems, educational policies that seek to improve overall achievement while also reducing gaps between the lowest- and
highest-performing students will falter. When states develop strong systems of public education by
building upon sufficient funding that is distributed progressively, they will be able to implement and
sustain the initiatives necessary to boost student achievement.
Research Method
The National Report Card uses a set of indicators to make appropriate and meaningful comparisons
of school funding fairness among states. Some of the indicators are quite straightforward, using
publicly available data reported at the state level to compose indices that can be easily ranked.
Others require more advanced statistical methods in order to control for extraneous factors that
influence funding and resource allocation.
The four fairness measures and three resource allocation indicators are described briefly on the
following page. For more information on data sources and the details of the construction of these
indicators, see Appendix A.
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The Fairness Measures

The Report Card consists of four separate but interrelated fairness measures. The four measures are:
Funding Level This measures the overall level of state and local revenue provided to school
districts, and compares each states average per-pupil revenue with that of other states. To
recognize the variety of interstate differences, each states revenue level is adjusted to reflect
differences in regional wages, poverty, economies of scale, and population density.
Funding Distribution This measures the distribution of funding across local districts within a
state, relative to student poverty. The measure shows whether a state provides more or less
funding to schools based on their poverty concentration, using simulations ranging from 0%
to 30% child poverty.
Effort This measures differences in state spending for education relative to state fiscal capacity. Effort is defined as the ratio of state spending to state gross domestic product (GDP).
Coverage This measures the proportion of school-age children attending the states public
schools, as compared with those not attending the states public schools (primarily parochial
and private schools, but also home schooling). The share of the states students in public
schools, and the median household income of those students, is an important indicator of the
distribution of funding relative to student poverty (especially where more affluent households
simply opt out of public schooling), and the overall effort to provide fair school funding.
Resource Allocation Indicators

The significance of fair school funding lies in its ability to deliver adequate resources where they
are most needed. When schools are fairly funded, students receive the resources they need to
be successful. For example, the effective use of education funding can lead to better staffing of
schools, a full, rich curriculum, and effective class sizes, all of which can improve student outcomes.
We present three indicators to analyze the states on the allocation of the following key resources:
access to early childhood education, the ability to attract high-quality teachers with competitive
wages, and a fair distribution of staff to meet student need.
Early Childhood Education This measures enrollment rates in early childhood education
programs by income level. Access to early learning opportunities, especially for low-income
students, is a key indicator of a states commitment to provide equal educational opportunities and reduce achievement gaps.
Wage Competitiveness This indicator uses wage data to compare compensation between
teachers and non-teachers who have similar education levels, experience, and hours worked.
The index is expressed as the ratio between teacher wages and non-teacher wages, and is
presented at early career (age 25) and mid-career (age 45) to evaluate whether the teaching
profession is economically competitive in each state.
Pupil-to-Teacher Ratios This measures districts staffing patterns, comparing pupil-toteacher ratios in high-poverty and low-poverty districts. A fair distribution of staffing resources
would result in lower pupil-to-teacher ratios in high-poverty districts, or, in other words, more
teachers per student. An unfair distribution would result in comparable pupil-to-teacher ratios,
regardless of student poverty, or worse, fewer teachers in high-poverty districts.
Detailed, longitudinal data tables for all indicators can be found in Appendix C.
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II. Evaluating the States

National Trends in Student Poverty
Because this report focuses on understanding school funding in the context of student need,
and because high-poverty districts require greater resources, we will begin this discussion with
an examination of trends in student poverty.5 Poverty is up considerably from 2007, but relatively
unchanged since 2011. Between 2007 and 2012 the national school-age poverty rate grew
from 16% to 21% (see Figure 1). All individual states also saw poverty rise, except North Dakota.
Between 2011 and 2012, only two states saw their overall poverty rate among school-age children
change by more than 1 percentage point from the previous year: Mississippis poverty rate grew by
2 points and New Yorks grew by 6 points (see Appendix B).
Figure 1. National Trend in Concentrated Poverty
The uneven sorting of low-income students among districts compounds the already difficult task
of providing educational opportunity amidst growing student poverty. Low-income students are
increasingly likely to be concentrated in districts with other low-income students (see Figure 1).
In 2007, of the 8.5 million low-income students in the country, 1.7 million resided in districts with
a poverty rate of over 30%. In 2012, the number of low-income students in high-poverty districts
more than doubled to 3.9 million. The increasing isolation of low-income students in schools and
districts presents challenges for teachers and administrators, especially when those students do
not have access to the resources they need to be successful, both academically and socially. See
Appendix B for data on the concentration of poverty by state.
The Four Fairness Measures

The four fairness measures are comparative in nature, analyzing how an individual state compares
to other states in the nation or region. States are not evaluated using specific thresholds of
In this report, student poverty refers to the U.S. Census definition of poverty, which in 2012 was $23,283 for a family of four. This is a significantly lower
income level than eligibility requirements for the National School Lunch Program, a common metric of school poverty. Students are eligible for free or
reduced price meals at 185% of the federal poverty line, approximately $43,073 for a family of four. Student poverty rates are calculated for children ages 5
through 17, regardless of whether they attend the public schools. These data are reported for school districts through the U.S. Census Small Area Income
Population Estimates (SAIPE).
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education cost and school funding that might be adequate or equitable if applied nationally
or regionally. This type of evaluation would require positing hard definitions of education cost and
student need based on the complex conditions in each state. Such an exercise is beyond the
scope of this report.6
States are evaluated by two methods a grading curve and rank. Funding Distribution and Effort,
the two measures over which states have direct control, are given letter grades that are based on
the typical grading curve and range from A to F.7 Funding Level and Coverage are ranked
because these measures are influenced not only by state policy, but also other historical and
contextual factors.
When considering the evaluations of states in the next sections, it is important to take into consideration two points. First, because the evaluations are comparative and not benchmarked to a defined
outcome, the high grades or rankings are not indicative of having met some obligation or outperformed expectations. They simply demonstrate that some states are doing better than others; it
does not mean there is no room for improvement. Second, the fairness measures are interrelated
and complex. It is important to consider the interplay between measures, to understand how they
interact, and appreciate the complex moving parts. The goal of this report is to use approachable
data to encourage a more sophisticated and nuanced discussion of fair school funding.
Fairness Measure #1: Funding Level

While some analyses rely on straight funding per pupil calculations to compare spending by state,
such a simple analysis disregards the complex differences among states and districts that affect
educational costs. In order to put states on a more equal footing, we construct a model of school
funding that predicts average funding levels while controlling for the following: student poverty,
regional wage variation, school district size and density. By removing the variability in funding
associated with these factors, we have a better sense of how states compare. The funding levels
presented are those predicted by the model at a 20% poverty rate, close to the national average.
Funding levels continue to be characterized by wide disparities among states. In 2012, funding
levels ranged from a high of $18,507 in New York to a low of $6,369 in Idaho (see Figure 2). This
means that, on average, students in Idaho had access to a mere one-third the funding available
to students with similar needs and circumstances in New York. These disparities suggest wide
variation in the degree to which states are providing the resources required to deliver equitable
opportunities for all students.
Relative funding rankings remain largely consistent over time. Despite the recent fluctuations in
the economy and attendant variations in spending, the lowest-ranking states tend to remain at
the bottom and high-spending states tend to remain at the top. There are, of course, a number
of exceptions.
The U.S. has no established outcome measures for the 50 states and no national uniform program or input standards that have been adopted that would
allow for measuring the cost of providing equal educational opportunities across all states. Thus, it is not feasible at present to compare current funding
levels with a research-based measure of the cost of educating all students in U.S. public schools to achieve accepted national outcomes.
To calculate grades, a standardized score (z-score) is calculated as the states difference from the mean, expressed in standard deviations. Grades are as
follows: A = 2/3 standard deviation above the mean (z > 0.67); B = between 1/3 and 2/3 standard deviations above the mean (.33 < z <.67); C = between
1/3 standard deviation below and 1/3 standard deviation above the mean (-.33 < z < .33); D = between 1/3 and 2/3 standard deviations below the mean
(-.33 > z > -.67); F = 2/3 standard deviation below the mean (z < -.67). In some cases, the tables show states that have the same numerical score but
different letter grades because their unrounded scores place them on opposite sides of the grading cutoffs.
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Figure 2. Predicted Funding Level, 2012
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Florida and North Carolina have seen significant movement in their rankings relative to other states.
North Carolina erased all gains made from steady funding increases between 2007 and 2010 when
funding levels peaked at $10,015, just below the national average. In 2012, funding fell $2,780 to a
mere $7,235 per pupil, the 4th lowest in the country. After significant investment between 2007 and
2008, Florida cut funding in four successive years from 2009 through 2012 so that funding in 2012
was $2,352 below peak levels in 2008. Floridas middle-of-the-pack ranking in 2008 plummeted to
42nd (see Figure 3).
Figure 3. Change in Funding Level and Rank
Fairness Measure #2: Funding Distribution

The Funding Distribution measure addresses the key question of whether a states funding system
recognizes the additional resources required for students in settings of concentrated student
poverty.8 In 2012, fifteen states had progressive funding distributions, down from a high of twenty
in 2008, but also slightly improved over thirteen states in 2012. Nineteen states had no substantial
variation in funding between high-poverty and low-poverty districts, and fourteen states had regressive funding patterns (see Figure 4).
The four most progressive states South Dakota, Delaware, Minnesota, and New Jersey
provide their highest-poverty districts, on average, with between 30% and 38% more funding per
student than their lowest-poverty districts. In contrast, the four most regressive states provide
significantly less funding to their highest-poverty districts. In Vermont, Wyoming, and North Dakota,
high-poverty districts receive only about 80 cents for every dollar in low-poverty districts, while in
Nevada high-poverty districts receive a startling 48 cents to the dollar.
Hawaii and the District of Columbia are excluded from this analysis because they are single-district systems. Alaska is also excluded because the states
unique geography and sparse population, being so highly correlated with poverty, result in inconsistent estimates of within-state resource distribution.
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Figure 4. State Funding Distribution
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Funding distribution in states remains fairly consistent over time, though there are some exceptions
with some states becoming more or less progressive, or more or less regressive. The manner in
which this change in relationship was achieved is an important factor. Ideally, states would improve
funding distribution by investing in all districts, but with greater efforts made towards high-poverty
districts. But other scenarios are possible, underscoring the need to examine changes in distribution while also taking into consideration changes in funding levels.
Take, for example, three states that shifted from regressive to progressive patterns from 2007 to
2012 under very different circumstances: North Carolina, Florida, and Louisiana.
North Carolina previously garnered Fs for distribution, but moved up to a C in 2011 and a B in
2012. However, a careful look at funding patterns shows that funding in high-poverty districts
barely changed between 2007 and 2012 ($7,269 and $7,473, respectively), while funding for the
wealthiest districts plummeted by over half from a high of $14,465 in 2010 to a low of $6,780 in
2012. North Carolina became more fair in distribution with stagnated funding in poor districts and
significantly reduced funding in wealthy districts (see Figure 5).
A state can also improve on fairness by reducing funding overall, but cutting disproportionately
from wealthy districts. Florida exemplifies this pattern where funding levels are down in both highand low-poverty districts, but cuts were less severe in the poorest districts. Funding in Floridas
wealthiest districts dropped over $3,400 between 2007 and 2012, while the highest-poverty
districts lost less than $700.
In contrast, Louisianas shift from regressive to progressive funding resulted from significant investments in high-poverty districts and relatively flat funding in its wealthiest districts. Between 2007
and 2012, high-poverty schools saw about a 20% increase in funding, while funding for wealthy
districts barely changed. This is the best example of a state improving fairness, though unless
spending in the wealthiest districts was excessive in 2007, an aid increase, rather than flat funding,
might have been warranted in those districts as well.
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Figure 5. States "Improving" Funding Distribution, 2007 to 2012
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The State Fairness Profiles

The school funding profiles capture two pieces of information that should be considered when
evaluating a states funding system. The fairness profile for three hypothetical states is presented in
Figure 6. State A is a low-funded, flat state distributing low revenue at the same level to districts
regardless of poverty. State B and State C share a common level of funding for districts with
0% poverty, the implicit base funding per pupil for these states. But State B has a downward
or regressive funding distribution, while State C has an upward or progressive distribution,
resulting in markedly different funding levels for high-poverty districts in each state.
State & Local Revenue per Pupil
Figure 6. State Fairness Profile
State A (Low revenue, poverty flat)
Low Poverty
High Poverty
Regional funding profiles are presented in Figures 7-17 on the following pages.9 Each profile allows
for a comparison of both Funding Level and Funding Distribution among a set of geographically
similar states. These regional groupings allow for a more accurate comparison of states that have
similar characteristics, such as poverty rates and variations in cost.
The regional groupings are borrowed from Nate Silvers electoral analysis. These categories group states based not only on geography, but also in terms of
other social and economic characteristics (www.fivethirtyeight.com).
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Figure 7. Big Sky
Figure 8. Gulf Coast
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Figure 9. Mid-Atlantic
Figure 10. Midwest
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Figure 11. New England
Figure 12. North Central
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Figure 13. Pacific
Figure 14. Prairie
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Figure 15. South Coast
Figure 16. Southeast
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Figure 17. Southwest
Fairness Measure #3: Effort

The Effort index takes into account each states local and state spending on education in relation to
the states economic productivity, or gross state product. Combining these two elements into a ratio
provides a sense of the level of priority state and local budgets assign to education. But, as with
funding distribution, it is important to consider both elements to get a true picture.
In 2012, the Effort index ranged from a high of 5.1% in Vermont and West Virginia to a low of 2.3%
in Delaware (see Figure 18). However, effort must be understood within the context of a states
economic productivity.
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Figure 18. Effort Index
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Delaware has the lowest level of effort, but also one of the highest per capita GDPs, meaning it can
leverage more funding than the average state with less effort. But the relationship between fiscal
capacity and effort is not as strong as one might expect. Many states with low fiscal capacity also
have low effort, like Idaho and Florida, while some states with high fiscal capacity also have high
effort, like New Jersey and New York.
States still appear to be reluctant to return to pre-Recession levels of fiscal effort. Even with
improvements in the economy, few states are translating that economic growth into greater
investments in school funding. While total GDP has rebounded to 2008 levels or higher in all states
except Nevada and Wyoming, 20 states invested fewer total dollars into the education system.
Despite the economic rebound in most states, the Effort index remains below 2008 levels in all
states except Connecticut, Wyoming, Illinois, and West Virginia. Four states that were already
among the lowest ranking in effort in 2008 are now expending significantly less effort in 2012.
Florida, Arizona, North Carolina, and North Dakota have Effort indices that are 19-25% below
2008 levels.
Short-term trends are more positive, but still troubling. Total state and local education funding
declined from 2011 levels in 11 states. The Effort index increased over the previous year in only 18
states. The most significant gain was in West Virginia, where despite no gains in economic output,
the state increased its education spending, and thereby the Effort index, by 19%.
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Figure 19. Percentage Change in Effort Index
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Fairness Measure #4: Coverage

The coverage indicator measures the share of school-age children enrolled in public schools and
the degree to which there is economic disparity between households in the public versus private
education system (see Figure 20). The coverage indicator is a gauge of a number of important
issues. First, the proportion of students enrolled in public versus private school affects the levels of
financial support necessary for public education. The extent to which wealthier families are more
likely to opt out of public education has two important consequences: It increases needs in schools
by further concentrating poverty, and it may affect the public and political will necessary to generate
fair funding through the states finance formula.
The percentage of school-age children enrolled in public schools ranges from 79% in the District
of Columbia and Hawaii to a high of 93% in Wyoming and Utah. Private school households in the
District of Columbia have more than three-and-a-half times the income of public school households.
In Louisiana, California, and Texas it is about double. On the other extreme, more than 90% of
school-age children in Wyoming and Vermont attend public schools and those who attend private
schools have incomes that are only about 20% higher.
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Figure 20. Coverage
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III. The National Report Card: Fourth Edition

The National Report Card provides a set of indicators that, when evaluated together, provide a more
robust understanding of the fairness in each states school funding system. The data spanning
the Great Recession through the recovery period offer important insights into how the economic
downturn impacted education funding, and states' ability or willingness to reinvest in education as
their economies improved.
Each of the indicators Funding Level, Funding Distribution, Effort, and Coverage are important
in their own right. But the complexity of each states school finance system is best understood by
considering the interaction of all four factors. For example, a finance system may be progressive,
but also very low spending with low fiscal effort, like Utah. Wyoming and Vermont exert high fiscal
effort garnering relatively high spending levels, but distribute that funding regressively.
Each states finance system is embedded in a complicated historical, political, and economic
landscape. This report does not address these complex factors as they play out state by state.
As such, the Report Cards results should be approached with the understanding that every state
has a unique story. The report findings, however, can start and continue ongoing efforts to improve
how the state funds public education by moving towards a finance system that recognizes the
demographic and resource needs of its students.
Table 1 presents the findings for the four fairness indicators for each state. This provides a ready
scorecard on the strengths and weaknesses of a particular states finance system, and how a
states performance compares to other states in the region and across the nation.
A few major findings stand out:
Only two states, New Jersey and Massachusetts, are positioned relatively well on all four
fairness indicators. Both states have high funding levels that are also distributed fairly, though
New Jersey is ranked much higher than Massachusetts on Effort.
A number of states are positioned well on three out of four indicators, but fall short on perhaps the most important measure. West Virginia, Wyoming, Vermont, New Hampshire, and
Maine score well on Funding Level, Effort, and Coverage, but all did poorly on the important
Funding Distribution measure.
Missouri, Alabama, and Virginia are poorly positioned on all four fairness measures. All three
states received an F in Funding Distribution, were in the lower half of the Funding Level
ranking, had below average Effort levels, and poor Coverage.
Texas, Idaho, Arizona, and Nevada rank poorly on all measures except Coverage.
California, Florida, and Tennessee score quite poorly in all measures except Funding
Distribution, though only Tennessee demonstrates a progressive system, while the others
are flat.
24
Fourth Edition
Table 1. The National Report Card

State
Alabama
Funding Distribution
Effort
Funding Level
Coverage
38
33
Alaska
Arizona
47
Arkansas
32
25
California
41
36
Colorado
37
11
Connecticut
28
Delaware
10
48
Florida
42
43
Georgia
36
31
District of Columbia
51
Hawaii
49
Idaho
49
Illinois
16
35
Indiana
20
30
Iowa
18
13
Kansas
23
15
Kentucky
34
40
Louisiana
24
50
Maine
15
Maryland
11
46
Massachusetts
24
Michigan
25
22
Minnesota
14
27
Mississippi
45
42
Missouri
29
45
Montana
30
Nebraska
21
34
Nevada
40
12
New Hampshire
12
10
New Jersey
18
New Mexico
33
17
New York
44
North Carolina
46
32
North Dakota
22
39
Ohio
19
38
Oklahoma
43
16
Oregon
35
14
Pennsylvania
41
Rhode Island
37
South Carolina
26
23
South Dakota
31
20
Tennessee
44
47
Texas
39
19
Utah
48
Vermont
Virginia
27
26
Washington
28
21
West Virginia
13
Wisconsin
17
29
Wyoming
Fourth Edition
25
IV. Fair School Funding and Resource Allocation

The importance of fair school funding lies in each states ability to translate dollars into educational
resources that benefit students academic progress. In this section, we explore the consequences
of funding fairness, or lack thereof, for schools and students through three resource allocation
indicators. These indicators are examples of how a states funding priorities affect the quality and
breadth of educational opportunities available for students.
Early Childhood Education

Access to early childhood education is a critical component of a fair and equitable education
system. Research shows that low-income children often come to school lagging behind their
peers academically. High-quality preschool programs can help reduce those gaps.10 States vary
in the degree to which early education programs are available to young children across the socioeconomic spectrum. States that recognize the need for early interventions in childrens educational
careers can help promote and support early education programs that focus on providing opportunities for low-income families.
We use early childhood enrollment by income level as an indicator of each states commitment to
early childhood education. Not surprisingly, there is great variation in the extent to which young
children are enrolled in these programs. Total enrollment of 3- and 4-year-olds ranges from a high of
75% in the District of Columbia to a low of 32% in Nevada. These two states also hold the extremes
in terms of enrollment among low-income children: though in the District of Columbia enrollment
rates are similar (75% vs. 73%), low-income children in Nevada are even less likely to be in an early
childhood program with enrollment rates dropping to 21%.
Some states enroll proportionally more low-income children in early childhood programs:
South Dakota, Alaska, Montana, Hawaii, and Mississippi. Hawaii and Mississippi have relatively
high enrollment rates for low-income children compared to other states, ranking 4th and 5th. In
Montana, Alaska, and South Dakota, the enrollment advantage among low-income children is a
result of these states having the three lowest enrollment rates among non-low-income children
only about 1 in 3 are in school.
In Nevada, Maryland, Idaho, New Hampshire, and Arizona, low-income children have very
low enrollment rates and are about half as likely as their more advantaged peers to be enrolled
in school.
For a review, see Barnett, W.S. (2011), Effectiveness of early educational intervention. Science, 333, 975-978.
10
26
Fourth Edition
Figure 21. Early Childhood Education
Fourth Edition
27
Wage Competitiveness
A states ability to attract and retain high-quality teachers is a fundamental component of an
equitable and successful school system. Because teacher salaries and benefits make up the bulk
of school budgets, a fair school funding system is required to maintain an equitable distribution of
high-quality teachers in all districts. One of the most important ways that states can ensure that
teaching jobs remain desirable in the job market is to provide competitive wages.
We examine wage competitiveness at two stages: early career and mid-career. This provides a
more nuanced view of how states fare in attracting workers to teaching and in providing incentives
that encourage long-term commitment to the profession. To do this, we construct a measure of
wage competitiveness that compares teacher salaries to other professionals in the same labor
market who are of similar age, degree level, and hours worked. Results are reported for 25- and
45-year-olds.
Most states average teacher salaries fall far below their non-teacher counterparts. Nationally,
teachers beginning their careers at age 25 earn about 80% of what non-teachers earn. Only two
states have average teacher wages that are comparable to or greater than other similar workers
Wyoming and Iowa. Wages are least competitive in Missouri, North Carolina, Arizona, Georgia,
Tennessee, and Virginia, where teachers make around 30% less.
Wage competitiveness worsens as teachers advance in their career. At age 45, teachers nationally
earn only about 70% of non-teacher wages. No state provides the average teacher a salary that
is more competitive than non-teachers, though Wyoming and Iowa are still the most competitive.
However, in Iowa, in the twenty years between age 25 and 45, teachers go from making about
the same as non-teachers to making 17% less. Even the least competitive states become more
disadvantaged as teachers move towards mid-career, with comparable salaries dipping to 35-40%
below non-teachers.
The initial economic disadvantage and further erosion of competitive salaries for the teaching
profession pose real questions about schools ability to attract and retain the best teachers. Low
starting salaries can discourage talented young adults from pursuing a career in the teaching
profession. When those salaries become even less competitive over time, there is a real incentive
to leave teaching altogether, and schools risk losing staff members with the experience and institutional knowledge they can pass on to younger colleagues and students alike.
28
Fourth Edition
Figure 22. Wage Competitiveness
Fourth Edition
29
Pupil-to-Teacher Ratios
The fundamental premise of fair school funding is that additional resources are required to address
the needs of students in poverty. In schools and classrooms across the country, this means that
high-poverty schools require more staff to address the challenges of serving low-income students.
For example, these schools can benefit from smaller class sizes, literacy and math specialists,
instructional coaches, and social services like counselors and nurses.
A progressive and fair state should have more teaching staff available in high-poverty districts. To
examine this we construct a measure of staffing fairness that compares pupil-to-teacher ratios in
high- and low-poverty districts.
Predicted pupil-to-teacher ratios, at 10% poverty, range from a high of 24 students per teacher
in Utah and California to a low of 12 in Rhode Island. The pupil-to-teacher fairness measure, or
comparison of pupil-to-teacher ratios in high- and low-poverty districts, ranges from a progressive
150% in North Dakota to a regressive 69% in Nevada. In other words, high-poverty districts in
North Dakota have, on average, 50% fewer pupils per teacher than low-poverty schools, potentially
resulting in smaller class sizes, while in Nevada, the poorest districts have about 30% more pupils
per teacher.
Twenty-one states have a progressive distribution, i.e., at least 5% fewer pupils per teacher in
high-poverty districts. Seven states are regressive and have more pupils per teacher in highpoverty districts Pennsylvania, Illinois, Florida, Vermont, Wisconsin, Rhode Island, and Nevada.
The remaining 23 states have essentially no difference in staffing ratios where the average number
of staff per pupil in high- and low-poverty schools varies by less than 5%. This means that the
majority of states are failing to systematically provide an equitable distribution of teachers so that
high-poverty schools have smaller pupil-to-teacher ratios than low-poverty schools.
Like school funding fairness, it is important to consider both elements of the staffing fairness
measure. It is important for states to have progressive distributions of staff, but also reasonable
pupil-to-staff ratios. It is of little consolation that high-poverty schools have greater resources than
low-poverty schools if the resources are not adequate in either setting. For example, Utah has
a progressive distribution of staffing resources, but also the largest pupil-to-teacher ratio in the
nation. This finding is not surprising given Utahs progressive distribution of an extremely low level of
funding. In New Jersey and Wyoming, progressive and above-average funding is clearly leveraged
to create low pupil-to-teacher ratios that are even lower in the highest-need districts. In contrast,
Nevadas regressive and low funding levels result in comparatively large pupil-to-teacher ratios with
even worse conditions in its highest-poverty districts.
30
Fourth Edition
Figure 23. Pupil-to-Teacher Fairness Ratio
Fourth Edition
31
A states performance on these three resource allocation measures can be juxtaposed against the
states ranking on the funding fairness indicators. This comparison provides clear evidence of how
the fairness of a states school funding system directly impacts upon the availability and distribution
of essential resources to schools.
The correlation between funding fairness and essential resource availability is clear and compelling.
Many of the low-performing states on the funding fairness indicators are also ranked at the bottom
of the resource allocation indicators. For example, Virginia does poorly on all four fairness measures
and ranks in the bottom ten of all three resource indicators. This pattern is consistent across many
states, meaning that students in states with unfair school funding are likely to experience a deprivation of resources crucial for those students to succeed in school.
Conclusion
Improvements in school finance are often slow and deliberate. The Great Recession, followed by a
slow recovery, caused dramatic shifts in state education budgets within a short, six-year time frame.
Many states responded to the Recession by rapidly disinvesting in education and using federal
stimulus funds to fill the breach. When those short-term funds were exhausted, many states did not
respond by restoring state aid even though their overall budgets had improved and even though, as
this report shows, many states have the fiscal capacity to do better.
The reaction in states to the Recession and the start of the recovery period drives home a crucial
point: sustaining investments in education is important to the long-term vitality of a states and
the nation's civic and economic health and well-being. These investments must, to a great
degree, be insulated from the short-term economic downturns. States should consider mechanisms
to accomplish that objective, and federal stimulus policies must ensure, at a minimum, maintenance
of effort in return for receipt of federal funds. It is hoped that this report will spark that discussion in
state capitals and in Washington, DC.
32
Fourth Edition
Appendix A: Data and Methodology

Fairness Measures
Funding Level: A regression model predicts an average per-pupil funding level for each state, while
holding other factors constant. This eliminates the variation in funding associated with characteristics that vary between districts and across states, and determines average funding at the state level
under a hypothetical, yet meaningful, set of conditions. State and local funding levels are predicted
with the following variables: student poverty, regional wage variation, economies of scale, population density, and the interaction between economies of scale and density. Reported funding levels
are predicted using national averages for all independent variables and at a poverty rate of 20%.
The regression equation includes a panel of twenty years of data and presents estimates for the
prior six years. Models used in previous editions only included three-year panels, with estimates
reported for the most recent year. Due to this change in modeling, there will be slight differences in
the results of this edition and previously published editions.
Funding Distribution: Using the above regression model, the relationship between student poverty
and school funding is estimated for each state. Funding levels are predicted for poverty levels at
10% intervals from 0% to 30% under the average conditions within each state. The fairness ratio
is calculated by dividing state and local funding at 30% poverty by funding at 0% poverty. A higher
ratio indicates greater fairness.
Effort: The Effort index is calculated by dividing the total state and local revenues for education by
the state gross domestic product.
Coverage: The Coverage indicator includes two measures: First is the proportion of school-age
children attending the states public schools, as opposed to private schools, homeschooling, or
not attending school at all. Second is the ratio of median household income of students who are
enrolled in public schools to those who are not. The Coverage rankings are computed by calculating a standardized score (z-score) for each measure and then taking the average.
Resource Allocation Indicators

Early Childhood Education: The early childhood education indicator compares school enrollment
rates for 3- and 4-year-olds by income level. Low-income is defined as a family income below
185% of the Federal poverty level. This is the threshold at which students qualify for free or reduced
lunch. School enrollment is not limited to public schools and there are no restrictions on the number
of days per week or hours per day the student attends. The ratio is calculated as the percentage of
enrolled low-income students over the percentage of enrolled non-low-income students. States are
ranked on this ratio.
Wage Competitiveness: This indicator uses a regression model predicting average wages for teachers and non-teachers while controlling for age, education, and hours/weeks worked. The ratio of
wages between teachers and non-teachers is computed at ages 25 and 45 and indicates whether
teachers, on average, are paid more or less than non-teachers. States are ranked by calculating a
standardized score (z-score) for the ratio at ages 25 and 45 and averaging those scores.
Pupil-to-Teacher Fairness Ratio: The pupil-to-teacher fairness ratio measure is calculated by
generating a regression model to establish the relationship between district pupil-to-teacher ratios
Fourth Edition
33
and student poverty. Similar to the funding fairness analysis, the model controls for size, sparsity,
and poverty and then estimates pupil-to-teacher ratios at various poverty levels for each state. The
fairness ratio is calculated as the predicted pupil-to-teacher ratio at 0% over the predicted ratio at
30%. This creates a fairness ratio where a higher value indicates greater fairness and maintains a
consistency with the funding fairness ratios.
Table A-1. Data Sources for Construction of Fairness Measures and Resource Allocation Indicators
Indicator
Data Element
Data Source
Funding Level &

Funding
Distribution
Local and state revenues

per pupil
U.S. Census F-33 Public

Elementary-Secondary
Education Finance Survey
http://www.census.gov/govs/school/
Student poverty rates
U.S. Census Small Area

Income and Poverty
Estimates
http://www.census.gov/did/www/saipe/
data/index.html
Regional wage variation
Taylors Extended NCES

Comparable Wage Index
http://bush.tamu.edu/
research/faculty/Taylor_CWI
Economies of scale/
district size
NCES Common Core of

Data Local Education
Agency Universe Survey
http://nces.ed.gov/ccd/
Population density
U.S. Census Population

Estimates
https://www.census.gov/popest/index.html
Gross state product
Bureau of Economic Analysis
http://www.bea.gov/regional/gsp/
Total local and state

revenues
U.S. Census F-33 Public

Elementary-Secondary
Education Finance Survey
http://www.census.gov/govs/school/
Effort
% 6- to 16-year-olds enrolled U.S. Census American

in school
Community Survey
Integrated Public Use Micro

Data System www.ipums.org (3-Year Sample)
Median household income by U.S. Census American

school enrollment
Community Survey

Early Childhood
Education
School enrollment of 3- and

4-year-olds by household
income
U.S. Census American

Community Survey

Pupil-to-Teacher
Fairness Ratio
District pupil-to-teacher
ratios
NCES Common Core of

Data Local Education
Agency Universe Survey
http://nces.ed.gov/ccd/
Wage
Competitiveness
Teacher and non-teacher

wages
U.S. Census American

Community Survey

Coverage
34
Fourth Edition
Appendix B: National Child Poverty Rates

Table B-1. Child Poverty by State and Year
State
2007
2008
2009
2010
2011
2012
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
U.S. Total
21%
11%
18%
23%
16%
14%
10%
12%
25%
15%
18%
9%
14%
15%
14%
11%
12%
21%
24%
13%
9%
12%
17%
10%
26%
16%
16%
12%
13%
8%
10%
22%
12%
17%
11%
16%
19%
15%
14%
15%
19%
15%
19%
21%
10%
10%
12%
13%
20%
12%
11%
16%
19%
10%
19%
22%
17%
13%
10%
13%
24%
16%
18%
9%
13%
15%
15%
12%
12%
20%
23%
13%
9%
11%
17%
10%
27%
16%
16%
11%
13%
8%
11%
21%
12%
18%
12%
16%
19%
15%
15%
15%
19%
15%
19%
20%
10%
10%
12%
12%
20%
12%
10%
16%
22%
10%
21%
24%
18%
14%
10%
15%
29%
19%
20%
12%
16%
17%
17%
13%
14%
22%
22%
15%
10%
12%
20%
12%
28%
18%
18%
13%
15%
9%
12%
23%
13%
20%
12%
19%
20%
17%
15%
16%
22%
16%
21%
22%
12%
11%
13%
14%
22%
15%
11%
18%
25%
12%
22%
24%
20%
15%
11%
16%
30%
21%
23%
13%
17%
18%
19%
14%
16%
23%
25%
15%
12%
13%
21%
13%
29%
18%
18%
15%
19%
9%
13%
26%
14%
22%
13%
20%
22%
19%
17%
17%
23%
17%
23%
24%
15%
13%
13%
16%
23%
17%
13%
19%
25%
13%
25%
25%
21%
16%
13%
17%
30%
23%
24%
16%
19%
20%
20%
15%
16%
24%
27%
16%
12%
14%
22%
13%
30%
20%
18%
15%
20%
10%
13%
27%
15%
23%
12%
21%
21%
21%
17%
19%
25%
16%
24%
25%
15%
13%
14%
16%
23%
16%
13%
20%
25%
13%
25%
26%
22%
17%
13%
17%
29%
24%
25%
16%
19%
19%
20%
14%
17%
24%
27%
17%
13%
14%
22%
13%
32%
20%
19%
15%
21%
12%
14%
27%
21%
24%
12%
21%
22%
20%
18%
18%
25%
15%
24%
24%
14%
13%
14%
16%
22%
16%
13%
21%
Fourth Edition
35
Table B-2. Poverty Concentration in School Districts by State

Under 10%
# Age
State
Districts
5-17
Alabama
4
24,395
Alaska
8
8,699
Arizona
10
60,876
Arkansas
1
2,399
California
144
921,272
Colorado
27
242,327
Connecticut
118
312,256
Delaware
1
12,408
District of
Columbia
Florida
Georgia
3
71,235
Hawaii
Idaho
1
86
Illinois
211
597,178
Indiana
38
189,893
Iowa
107
163,739
Kansas
44
162,686
Kentucky
4
18,108
Louisiana
Maine
20
28,877
Maryland
9
492,173
Massachusetts
181
495,198
Michigan
56
317,634
Minnesota
100
387,651
Mississippi
Missouri
30
217,980
Montana
52
14,074
Nebraska
62
80,379
Nevada
1
330
New Hampshire
82
100,925
New Jersey
326
801,873
New Mexico
1
3,244
New York
237
829,769
North Carolina
North Dakota
70
47,865
Ohio
112
460,278
Oklahoma
21
71,076
Oregon
9
25,744
Pennsylvania
118
623,285
Rhode Island
18
54,357
South Carolina
1
11,242
South Dakota
44
29,393
Tennessee
1
38,198
Texas
64
582,752
Utah
5
177,752
Vermont
72
37,906
Virginia
25
587,723
Washington
35
235,920
West Virginia
Wisconsin
129
293,896
Wyoming
11
17,673
36
10% to 20%
20% to 30%
30% +
Percent
# Age
Percent
# Age
Percent
# Age
Percent
of Total Districts
5-17
of Total Districts
5-17
of Total Districts
5-17
of Total
3%
22
257,967
31%
49
340,037
42%
59
196,740 24%
7%
22
109,586
83%
15
5,019
4%
8
9,005
7%
5%
47
415,235
35%
75
386,419
33%
83
316,609 27%
0%
37
152,333
29%
111
207,526
40%
90
154,604 30%
14%
312
1,922,489
29%
267
2,097,734
31%
238
1,757,123 26%
27%
72
340,077
38%
50
258,059
29%
29
53,327
6%
52%
35
149,677
25%
9
64,678
11%
4
73,491 12%
8%
8
94,628
64%
6
37,511
25%
1
4,224
3%
4%
0%
27%
16%
31%
31%
2%
15%
50%
48%
19%
42%
21%
9%
24%
0%
48%
54%
1%
27%
44%
23%
11%
4%
31%
34%
1%
20%
4%
12%
28%
41%
44%
21%
30%
18%
12
23
1
47
416
158
211
178
25
11
108
9
91
236
198
6
184
179
144
9
66
172
13
276
16
87
281
212
68
262
13
12
79
18
355
25
133
51
132
8
221
32
781,694
27%
658,752
36%
213,862 100%
197,974
64%
711,357
32%
498,945
43%
247,209
47%
178,423
34%
218,654
30%
146,518
18%
100,496
50%
355,509
36%
256,390
25%
639,780
38%
399,151
43%
89,442
17%
329,658
32%
84,768
53%
168,360
51%
29,080
6%
77,184
37%
312,526
21%
36,214
10%
581,561
19%
405,683
24%
53,485
49%
648,130
33%
246,785
37%
322,858
51%
737,730
37%
53,882
33%
199,692
25%
96,147
66%
311,612
29%
1,552,605
31%
334,412
53%
38,428
41%
444,377
33%
591,368
52%
62,037
22%
479,646
50%
74,560
77%
70,604
100%
34
57
1,990,758
445,030
68%
25%
21
100
158,565
640,076
5%
35%
55
177
75
30
57
72
34
79
4
21
177
33
41
204
110
42
7
22
39
33
132
61
16
154
206
81
90
2
34
17
79
390
11
53
52
86
43
64
4
99,306
374,752
333,772
113,010
135,690
343,213
427,865
67,622
36,322
225,358
316,700
137,310
154,117
293,196
49,435
81,386
450,872
29,258
142,287
209,026
231,160
967,230
2,272
389,077
193,459
227,369
272,588
13,960
415,476
6,730
534,707
1,346,569
117,960
14,014
261,097
259,948
211,114
67,834
4,518
32%
17%
29%
21%
26%
46%
53%
34%
4%
22%
19%
15%
28%
29%
31%
25%
94%
14%
9%
56%
7%
58%
2%
20%
29%
36%
13%
9%
53%
5%
49%
27%
19%
15%
19%
23%
75%
7%
5%
12
61
20
3
7
75
24
29
2
8
82
6
102
102
76
2
13,315
564,500
143,351
2,629
44,238
158,725
228,654
2,019
94,572
58,912
417,042
3,696
297,946
183,395
12,739
1,012
4%
25%
12%
0%
8%
21%
28%
1%
10%
6%
25%
0%
55%
18%
8%
0%
6
24
42
39
41
9
66
85
39
30
3
39
12
38
222
1,520
242,049
122,422
1,453,466
293,675
4,877
471,308
164,085
52,137
386,080
39,207
157,279
12,697
205,523
1,561,868
1%
16%
33%
47%
18%
4%
24%
24%
8%
19%
24%
20%
9%
19%
31%
16
10
42
4
10
1
3,082
53,938
54,574
7,819
125,600
105
3%
4%
5%
3%
13%
0%
Fourth Edition
Appendix C: Fairness Measures and Resource Allocation Indicators

Table C-1. Funding Level
2007
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Fourth Edition
Funding
Level
$8,635
$16,000
$7,817
$8,230
$9,067
$8,592
$14,406
$12,335
$9,299
$9,645
$6,645
$8,873
$9,657
$9,865
$9,951
$8,656
$8,744
$11,219
$11,741
$13,760
$9,625
$11,519
$7,203
$8,214
$8,765
$9,789
$7,923
$9,823
$16,692
$8,803
$15,196
$7,961
$8,185
$10,980
$7,010
$8,516
$11,427
$12,276
$9,039
$8,683
$6,892
$8,295
$7,408
$15,453
$9,593
$8,545
$9,159
$10,509
$16,160
2008
Rank
34
3
44
39
26
35
6
8
24
21
49
28
20
17
16
33
31
13
10
7
22
11
46
40
30
19
43
18
1
29
5
42
41
14
47
37
12
9
27
32
48
38
45
4
23
36
25
15
2
Funding
Level
$9,458
$19,942
$8,085
$8,538
$9,297
$9,033
$15,321
$13,694
$10,129
$10,063
$7,333
$9,230
$10,334
$10,345
$10,865
$8,997
$9,559
$11,765
$13,486
$14,739
$9,760
$12,076
$7,672
$8,777
$9,431
$10,409
$8,979
$10,710
$17,144
$9,684
$16,065
$8,526
$8,985
$11,354
$7,389
$9,229
$12,262
$13,051
$9,744
$9,048
$7,465
$8,540
$7,907
$16,384
$10,004
$9,179
$9,445
$11,068
$19,453
2009
Rank
28
1
44
42
31
36
6
8
21
22
49
32
20
19
16
37
27
13
9
7
24
12
46
40
30
18
39
17
3
26
5
43
38
14
48
33
11
10
25
35
47
41
45
4
23
34
29
15
2
Funding
Level
$8,724
$19,446
$7,595
$8,717
$8,754
$9,109
$15,874
$13,285
$8,882
$9,425
$7,293
$9,293
$11,304
$10,609
$11,136
$8,976
$9,982
$11,773
$13,478
$14,254
$9,625
$11,928
$7,682
$9,022
$9,446
$10,787
$8,260
$12,369
$17,326
$9,793
$17,170
$9,349
$9,289
$11,103
$7,489
$9,015
$12,793
$13,013
$9,510
$8,767
$7,362
$8,618
$7,643
$14,521
$10,485
$9,363
$9,785
$10,703
$18,960
2010
Rank
40
1
46
41
39
33
5
9
37
28
49
31
15
20
16
36
22
14
8
7
25
13
44
34
27
18
43
12
3
23
4
30
32
17
47
35
11
10
26
38
48
42
45
6
21
29
24
19
2
Funding
Level
$8,268
$16,498
$7,204
$8,900
$7,761
$9,357
$14,769
$12,321
$8,175
$8,646
$6,358
$9,687
$12,119
$9,853
$10,099
$8,599
$9,327
$12,365
$12,676
$13,929
$9,575
$11,181
$7,318
$8,489
$9,181
$10,386
$8,357
$12,859
$15,212
$8,793
$16,713
$10,015
$9,681
$11,124
$7,038
$8,838
$12,715
$12,780
$9,131
$9,166
$7,357
$8,297
$6,852
$13,641
$9,503
$9,224
$9,384
$11,293
$17,719
2011
Rank
41
3
46
33
43
27
5
13
42
36
49
22
14
21
19
37
28
12
11
6
24
16
45
38
30
18
39
8
4
35
2
20
23
17
47
34
10
9
32
31
44
40
48
7
25
29
26
15
1
Funding
Level
$8,551
$16,316
$7,187
$9,026
$8,238
$8,879
$14,777
$12,276
$8,080
$8,946
$6,769
$11,143
$10,767
$10,822
$10,087
$8,875
$9,374
$12,104
$12,678
$14,151
$9,923
$12,273
$7,242
$9,009
$9,074
$10,401
$8,039
$12,307
$14,930
$8,928
$17,318
$8,296
$10,082
$11,163
$7,299
$8,635
$12,905
$13,169
$9,356
$8,870
$7,303
$8,369
$6,691
$13,546
$9,303
$9,226
$10,171
$11,915
$16,185
2012
Rank
38
2
47
30
41
34
5
12
42
32
48
17
19
18
22
35
25
14
10
6
24
13
46
31
29
20
43
11
4
33
1
40
23
16
45
37
9
8
26
36
44
39
49
7
27
28
21
15
3
Funding
Level
$8,701
$17,453
$7,017
$9,419
$8,218
$8,955
$16,151
$13,442
$7,777
$8,966
$6,369
$11,507
$11,101
$11,241
$10,561
$9,130
$10,007
$11,823
$13,367
$14,807
$9,810
$12,172
$7,510
$9,529
$9,510
$10,815
$8,349
$13,134
$17,299
$9,256
$18,507
$7,235
$10,704
$11,143
$7,567
$9,027
$13,700
$13,620
$9,619
$9,458
$7,537
$8,487
$6,947
$14,177
$9,611
$9,606
$12,578
$11,417
$16,162
Rank
38
2
47
32
41
37
5
10
42
36
49
16
20
18
23
34
24
15
11
6
25
14
45
29
30
21
40
12
3
33
1
46
22
19
43
35
8
9
26
31
44
39
48
7
27
28
13
17
4
37
Table C-2. Funding Distribution

2007
2008
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
Ratio
Alabama
$9,746
$9,174
$8,635
$8,128
Arizona
$7,909
$7,863
$7,817
$7,772
Arkansas
$8,157
$8,194
$8,230
California
$8,496
$8,777
$9,067
State
Colorado
Fairness
Grade
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
Ratio
Fairness
Grade
83%
$10,533
$9,981
$9,458
$8,962
85%
98%
$8,549
$8,314
$8,085
$7,863
92%
$8,267
101%
$8,116
$8,325
$8,538
$8,757
108%
$9,367
110%
$8,539
$8,910
$9,297
$9,701
114%
$8,900
$8,745
$8,592
$8,442
95%
$9,033
$9,033
$9,033
$9,032
100%
Connecticut
$12,994
$13,682
$14,406
$15,168
117%
$13,545
$14,406
$15,321
$16,295
120%
Delaware
$13,662
$12,982
$12,335
$11,721
86%
$11,533
$12,567
$13,694
$14,922
129%
Florida
$11,011
$10,119
$9,299
$8,545
78%
$10,298
$10,213
$10,129
$10,046
98%
Georgia
$9,429
$9,536
$9,645
$9,755
103%
$9,567
$9,812
$10,063
$10,321
108%
Idaho
$7,643
$7,127
$6,645
$6,197
81%
$7,373
$7,353
$7,333
$7,313
99%
Illinois
$9,830
$9,339
$8,873
$8,430
86%
$10,789
$9,979
$9,230
$8,537
79%
Indiana
$8,185
$8,891
$9,657
$10,489
128%
$9,180
$9,740
$10,334
$10,965
119%
Iowa
Kansas
Kentucky
Louisiana
$9,781
$9,823
$9,865
$9,907
101%
$10,446
$10,396
$10,345
$10,294
99%
$10,024
$9,988
$9,951
$9,916
99%
$10,554
$10,708
$10,865
$11,023
104%
$8,210
$8,430
$8,656
$8,888
108%
$8,439
$8,713
$8,997
$9,289
110%
C
C
$9,038
$8,890
$8,744
$8,600
95%
$9,426
$9,492
$9,559
$9,626
102%
Maine
$12,422
$11,805
$11,219
$10,662
86%
$12,517
$12,135
$11,765
$11,407
91%
Maryland
$11,402
$11,570
$11,741
$11,914
104%
$12,689
$13,082
$13,486
$13,904
110%
Massachusetts
$11,976
$12,837
$13,760
$14,749
123%
$11,906
$13,247
$14,739
$16,399
138%
Michigan
$9,991
$9,806
$9,625
$9,447
95%
$10,302
$10,027
$9,760
$9,499
92%
Minnesota
$9,324
$10,364
$11,519
$12,804
137%
$9,834
$10,897
$12,076
$13,381
136%
Mississippi
$7,368
$7,285
$7,203
$7,122
97%
$7,867
$7,769
$7,672
$7,576
96%
Missouri
$9,132
$8,661
$8,214
$7,790
85%
$9,533
$9,147
$8,777
$8,422
88%
Montana
$7,473
$8,093
$8,765
$9,492
127%
$8,052
$8,714
$9,431
$10,207
127%
Nebraska
$9,462
$9,624
$9,789
$9,957
105%
$9,541
$9,965
$10,409
$10,873
114%
Nevada
$9,157
$8,518
$7,923
$7,369
80%
$8,706
$8,841
$8,979
$9,120
105%
New Hampshire
$12,861
$11,240
$9,823
$8,585
67%
$13,300
$11,935
$10,710
$9,610
72%
New Jersey
$13,172
$14,828
$16,692
$18,791
143%
$13,522
$15,225
$17,144
$19,304
143%
New Mexico
$8,357
$8,577
$8,803
$9,035
108%
$9,598
$9,641
$9,684
$9,727
101%
$16,180
$15,680
$15,196
$14,726
91%
$17,071
$16,560
$16,065
$15,585
91%
North Carolina
$9,549
$8,719
$7,961
$7,269
76%
$9,005
$8,762
$8,526
$8,296
92%
North Dakota
$9,346
$8,746
$8,185
$7,659
82%
$9,995
$9,477
$8,985
$8,519
85%
Ohio
$8,672
$9,758
$10,980
$12,355
142%
$9,059
$10,142
$11,354
$12,710
140%
Oklahoma
$6,799
$6,904
$7,010
$7,118
105%
$7,252
$7,320
$7,389
$7,458
103%
C
C
New York
Oregon
$8,214
$8,363
$8,516
$8,670
106%
$9,033
$9,131
$9,229
$9,329
103%
Pennsylvania
$12,421
$11,914
$11,427
$10,960
88%
$13,044
$12,647
$12,262
$11,888
91%
Rhode Island
$12,041
$12,158
$12,276
$12,395
103%
$12,879
$12,965
$13,051
$13,138
102%
South Carolina
$9,346
$9,191
$9,039
$8,889
95%
$9,964
$9,853
$9,744
$9,636
97%
South Dakota
$7,471
$8,054
$8,683
$9,361
125%
$7,781
$8,390
$9,048
$9,756
125%
Tennessee
$6,347
$6,614
$6,892
$7,181
113%
$6,726
$7,086
$7,465
$7,865
117%
Texas
$8,605
$8,449
$8,295
$8,145
95%
$8,789
$8,663
$8,540
$8,418
96%
Utah
$5,629
$6,458
$7,408
$8,499
151%
$5,850
$6,802
$7,907
$9,193
157%
Vermont
$15,401
$15,427
$15,453
$15,479
101%
$15,760
$16,069
$16,384
$16,705
106%
Virginia
$10,190
$9,887
$9,593
$9,308
91%
$10,429
$10,214
$10,004
$9,798
94%
$8,983
$8,761
$8,545
$8,334
93%
$9,282
$9,231
$9,179
$9,128
98%
Washington
West Virginia
$9,220
$9,189
$9,159
$9,128
99%
$8,936
$9,187
$9,445
$9,710
109%
Wisconsin
$10,489
$10,499
$10,509
$10,519
100%
$10,933
$11,001
$11,068
$11,137
102%
Wyoming
$15,425
$15,788
$16,160
$16,540
107%
$15,329
$17,268
$19,453
$21,914
143%
continued on next page
38
Fourth Edition
Table C-2. Funding Distribution Continued

2009
2010
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
Alabama
$9,357
$9,035
$8,724
$8,424
Arizona
$7,577
$7,586
$7,595
$7,605
Arkansas
$8,333
$8,523
$8,717
$8,915
California
$8,235
$8,490
$8,754
$9,026
State
Colorado
Fairness
Grade
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
90%
$8,729
$8,495
$8,268
100%
$7,203
$7,204
$7,204
107%
$8,809
$8,854
110%
$7,526
$7,642
Ratio
Ratio
Fairness
Grade
$8,047
92%
$7,204
100%
$8,900
$8,947
102%
$7,761
$7,882
105%
C
C
$9,175
$9,142
$9,109
$9,077
99%
$9,337
$9,347
$9,357
$9,367
100%
Connecticut
$14,214
$15,021
$15,874
$16,776
118%
$14,041
$14,400
$14,769
$15,147
108%
Delaware
$11,612
$12,420
$13,285
$14,209
122%
$12,382
$12,351
$12,321
$12,291
99%
Florida
$9,043
$8,962
$8,882
$8,802
97%
$7,738
$7,954
$8,175
$8,403
109%
Georgia
$8,981
$9,200
$9,425
$9,654
107%
$8,180
$8,410
$8,646
$8,889
109%
Idaho
$7,703
$7,495
$7,293
$7,096
92%
$7,459
$6,887
$6,358
$5,870
79%
Illinois
$11,446
$10,314
$9,293
$8,373
73%
$12,006
$10,784
$9,687
$8,702
72%
Indiana
$10,302
$10,791
$11,304
$11,841
115%
$10,891
$11,489
$12,119
$12,785
117%
Iowa
$10,756
$10,682
$10,609
$10,536
98%
$10,614
$10,226
$9,853
$9,493
89%
Kansas
$10,983
$11,059
$11,136
$11,213
102%
$10,056
$10,078
$10,099
$10,121
101%
$8,531
$8,751
$8,976
$9,206
108%
$8,201
$8,398
$8,599
$8,805
107%
Kentucky
Louisiana
$9,766
$9,873
$9,982
$10,092
103%
$8,550
$8,930
$9,327
$9,741
114%
Maine
$12,419
$12,092
$11,773
$11,462
92%
$12,279
$12,322
$12,365
$12,407
101%
Maryland
$12,828
$13,149
$13,478
$13,815
108%
$12,850
$12,763
$12,676
$12,590
98%
Massachusetts
$12,490
$13,343
$14,254
$15,227
122%
$12,055
$12,958
$13,929
$14,973
124%
Michigan
$9,947
$9,785
$9,625
$9,469
95%
$9,970
$9,771
$9,575
$9,384
94%
Minnesota
$9,961
$10,900
$11,928
$13,053
131%
$9,207
$10,147
$11,181
$12,322
134%
Mississippi
$7,843
$7,762
$7,682
$7,602
97%
$7,519
$7,418
$7,318
$7,220
96%
Missouri
$9,706
$9,358
$9,022
$8,698
90%
$9,350
$8,909
$8,489
$8,089
87%
Montana
$8,489
$8,955
$9,446
$9,965
117%
$9,140
$9,161
$9,181
$9,202
101%
Nebraska
$9,825
$10,295
$10,787
$11,303
115%
$10,519
$10,452
$10,386
$10,321
98%
Nevada
$10,201
$9,180
$8,260
$7,433
73%
$11,233
$9,689
$8,357
$7,208
64%
New Hampshire
$12,826
$12,595
$12,369
$12,146
95%
$12,953
$12,906
$12,859
$12,812
99%
New Jersey
$13,301
$15,181
$17,326
$19,775
149%
$13,493
$14,327
$15,212
$16,151
120%
New Mexico
$9,376
$9,582
$9,793
$10,009
107%
$8,527
$8,659
$8,793
$8,929
105%
New York
$17,857
$17,510
$17,170
$16,837
94%
$17,765
$17,231
$16,713
$16,211
91%
North Carolina
$12,551
$10,832
$9,349
$8,069
64%
$14,465
$12,037
$10,015
$8,334
58%
North Dakota
$10,319
$9,790
$9,289
$8,813
85%
$10,816
$10,233
$9,681
$9,159
85%
Ohio
$9,138
$10,073
$11,103
$12,238
134%
$9,413
$10,233
$11,124
$12,093
128%
Oklahoma
$7,347
$7,417
$7,489
$7,561
103%
$7,015
$7,027
$7,038
$7,050
100%
Oregon
$8,909
$8,962
$9,015
$9,069
102%
$8,870
$8,854
$8,838
$8,822
99%
Pennsylvania
$13,223
$13,006
$12,793
$12,582
95%
$13,615
$13,157
$12,715
$12,287
90%
Rhode Island
$12,852
$12,932
$13,013
$13,094
102%
$12,992
$12,886
$12,780
$12,675
98%
South Carolina
$9,646
$9,578
$9,510
$9,443
98%
$9,307
$9,219
$9,131
$9,044
97%
South Dakota
$7,755
$8,246
$8,767
$9,321
120%
$7,845
$8,480
$9,166
$9,907
126%
Tennessee
$6,949
$7,152
$7,362
$7,577
109%
$6,832
$7,089
$7,357
$7,634
112%
Texas
$8,961
$8,787
$8,618
$8,451
94%
$8,562
$8,429
$8,297
$8,167
95%
Utah
$5,842
$6,682
$7,643
$8,743
150%
$6,001
$6,412
$6,852
$7,321
122%
Vermont
$14,582
$14,551
$14,521
$14,490
99%
$15,911
$14,732
$13,641
$12,631
79%
Virginia
$10,541
$10,513
$10,485
$10,457
99%
$9,747
$9,624
$9,503
$9,383
96%
Washington
$9,709
$9,535
$9,363
$9,195
95%
$9,742
$9,479
$9,224
$8,975
92%
West Virginia
$10,034
$9,909
$9,785
$9,663
96%
$8,800
$9,087
$9,384
$9,690
110%
Wisconsin
$10,751
$10,727
$10,703
$10,679
99%
$10,980
$11,135
$11,293
$11,453
104%
Wyoming
$16,526
$17,701
$18,960
$20,308
123%
$17,502
$17,610
$17,719
$17,828
102%
Fourth Edition
39
Table C-2. Funding Distribution Continued

2011
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
Ratio
Fairness
Grade
0%
Poverty
10%
Poverty
20%
Poverty
30%
Poverty
Ratio
Alabama
$9,073
$8,808
$8,551
$8,301
91%
$9,335
$9,013
$8,701
$8,401
90%
Arizona
$7,484
$7,334
$7,187
$7,044
94%
$7,228
$7,122
$7,017
$6,914
96%
Arkansas
$9,122
$9,074
$9,026
$8,978
98%
$9,691
$9,554
$9,419
$9,285
96%
California
$7,771
$8,001
$8,238
$8,483
109%
$7,991
$8,104
$8,218
$8,335
104%
Colorado
$9,069
$8,974
$8,879
$8,786
97%
$8,964
$8,959
$8,955
$8,950
100%
Connecticut
$14,791
$14,784
$14,777
$14,770
100%
$15,580
$15,863
$16,151
$16,444
106%
Delaware
$12,431
$12,353
$12,276
$12,199
98%
$11,001
$12,160
$13,442
$14,858
135%
Florida
$7,874
$7,977
$8,080
$8,185
104%
$7,593
$7,684
$7,777
$7,871
104%
Georgia
$8,471
$8,706
$8,946
$9,194
109%
$8,845
$8,905
$8,966
$9,027
102%
C
D
State
Fairness
Grade
Idaho
$6,797
$6,783
$6,769
$6,755
99%
$6,557
$6,462
$6,369
$6,278
96%
Illinois
$12,328
$11,720
$11,143
$10,594
86%
$12,329
$11,911
$11,507
$11,117
90%
Indiana
$9,793
$10,269
$10,767
$11,289
115%
$10,097
$10,587
$11,101
$11,640
115%
Iowa
$11,362
$11,089
$10,822
$10,562
93%
$11,899
$11,565
$11,241
$10,925
92%
Kansas
$10,203
$10,145
$10,087
$10,030
98%
$10,826
$10,693
$10,561
$10,432
96%
Kentucky
$8,704
$8,789
$8,875
$8,962
103%
$8,855
$8,992
$9,130
$9,271
105%
Louisiana
$9,089
$9,230
$9,374
$9,520
105%
$9,149
$9,568
$10,007
$10,466
114%
Maine
$12,492
$12,296
$12,104
$11,915
95%
$13,185
$12,486
$11,823
$11,196
85%
Maryland
$12,858
$12,768
$12,678
$12,589
98%
$14,164
$13,759
$13,367
$12,985
92%
Massachusetts
$12,782
$13,449
$14,151
$14,890
116%
$13,562
$14,171
$14,807
$15,471
114%
Michigan
$10,240
$10,080
$9,923
$9,769
95%
$9,914
$9,862
$9,810
$9,759
98%
Minnesota
$10,484
$11,343
$12,273
$13,278
127%
$10,062
$11,067
$12,172
$13,386
133%
Mississippi
$7,336
$7,289
$7,242
$7,195
98%
$7,433
$7,471
$7,510
$7,548
102%
Missouri
$9,955
$9,470
$9,009
$8,570
86%
$10,353
$9,932
$9,529
$9,141
88%
Montana
$9,096
$9,085
$9,074
$9,064
100%
$9,543
$9,527
$9,510
$9,493
99%
Nebraska
$10,390
$10,396
$10,401
$10,407
100%
$10,293
$10,550
$10,815
$11,085
108%
Nevada
$11,516
$9,622
$8,039
$6,717
58%
$13,632
$10,668
$8,349
$6,534
48%
New Hampshire
$14,772
$13,483
$12,307
$11,233
76%
$14,224
$13,668
$13,134
$12,621
89%
New Jersey
$13,912
$14,412
$14,930
$15,467
111%
$14,544
$15,862
$17,299
$18,867
130%
New Mexico
$8,748
$8,837
$8,928
$9,019
103%
$9,115
$9,185
$9,256
$9,328
102%
$18,286
$17,795
$17,318
$16,854
92%
$18,912
$18,708
$18,507
$18,307
97%
North Carolina
$8,420
$8,358
$8,296
$8,234
98%
$6,780
$7,004
$7,235
$7,473
110%
North Dakota
New York
$11,509
$10,772
$10,082
$9,437
82%
$12,437
$11,538
$10,704
$9,931
80%
Ohio
$9,438
$10,264
$11,163
$12,141
129%
$9,511
$10,295
$11,143
$12,062
127%
Oklahoma
$7,030
$7,163
$7,299
$7,437
106%
$7,179
$7,371
$7,567
$7,768
108%
Oregon
$8,906
$8,770
$8,635
$8,502
95%
$9,239
$9,133
$9,027
$8,923
97%
Pennsylvania
$13,904
$13,395
$12,905
$12,433
89%
$14,568
$14,127
$13,700
$13,285
91%
Rhode Island
$13,368
$13,268
$13,169
$13,070
98%
$14,070
$13,843
$13,620
$13,401
95%
South Carolina
$10,012
$9,679
$9,356
$9,044
90%
$9,393
$9,505
$9,619
$9,734
104%
South Dakota
$7,654
$8,239
$8,870
$9,548
125%
$7,636
$8,498
$9,458
$10,525
138%
Tennessee
$6,730
$7,011
$7,303
$7,608
113%
$6,998
$7,263
$7,537
$7,821
112%
Texas
$8,766
$8,565
$8,369
$8,178
93%
$8,783
$8,634
$8,487
$8,342
95%
Utah
$5,759
$6,207
$6,691
$7,212
125%
$5,976
$6,443
$6,947
$7,490
125%
Vermont
$16,051
$14,745
$13,546
$12,445
78%
$16,138
$15,126
$14,177
$13,287
82%
Virginia
$10,003
$9,646
$9,303
$8,972
90%
$10,382
$9,989
$9,611
$9,248
89%
$9,671
$9,446
$9,226
$9,012
93%
$9,899
$9,752
$9,606
$9,463
96%
Washington
West Virginia
40
2012
$9,201
$9,674
$10,171
$10,694
116%
$12,988
$12,781
$12,578
$12,379
95%
Wisconsin
$11,484
$11,697
$11,915
$12,136
106%
$10,986
$11,199
$11,417
$11,639
106%
Wyoming
$17,295
$16,731
$16,185
$15,656
91%
$18,721
$17,394
$16,162
$15,017
80%
Fourth Edition
Table C-3. Effort

State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
2007
2008
2009
Per Capita GDP

Effort Index
(2009 dollars) Grade
Per Capita GDP

Effort Index
Per Capita GDP

Effort Index
0.038
0.031
0.029
0.038
0.032
0.029
0.035
0.027
0.034
0.040
0.042
0.033
0.033
0.035
0.034
0.039
0.036
0.028
0.045
0.038
0.036
0.045
0.034
0.038
0.034
0.036
0.034
0.028
0.040
0.048
0.035
0.042
0.030
0.029
0.041
0.033
0.030
0.040
0.041
0.040
0.027
0.028
0.034
0.028
0.053
0.033
0.028
0.044
0.039
0.037
$37,509
$67,743
$44,230
$37,489
$54,989
$51,815
$69,946
$65,560
$43,748
$45,665
$50,917
$37,484
$52,900
$44,363
$47,380
$44,801
$38,260
$46,628
$38,919
$53,551
$61,051
$42,010
$51,540
$32,329
$42,883
$38,058
$47,934
$52,773
$47,422
$58,857
$40,765
$60,561
$45,745
$44,668
$44,231
$40,123
$46,492
$46,272
$46,608
$37,773
$44,223
$41,392
$48,886
$45,652
$41,439
$52,397
$54,881
$33,693
$45,683
$65,649
B
F
F
B
D
F
C
F
C
A
A
D
D
C
C
B
C
F
A
B
C
A
C
B
D
C
C
F
A
A
C
A
F
F
A
D
F
A
A
A
F
F
C
F
A
D
F
A
B
C
0.040
0.034
0.032
0.038
0.033
0.029
0.037
0.029
0.037
0.042
0.034
0.035
0.035
0.037
0.036
0.041
0.037
0.029
0.046
0.041
0.036
0.047
0.035
0.039
0.034
0.037
0.035
0.031
0.041
0.048
0.037
0.044
0.030
0.029
0.042
0.032
0.031
0.041
0.043
0.043
0.027
0.029
0.033
0.033
0.054
0.034
0.029
0.043
0.040
0.034
$37,098
$67,300
$42,167
$37,833
$54,301
$51,685
$68,167
$61,135
$41,510
$43,912
$50,607
$36,718
$51,380
$43,703
$45,788
$44,721
$37,928
$46,126
$38,656
$53,735
$60,683
$40,179
$51,413
$32,348
$43,092
$37,392
$48,080
$49,888
$46,520
$58,596
$40,470
$59,242
$44,720
$47,994
$43,495
$40,945
$48,115
$46,275
$45,394
$36,756
$45,634
$41,060
$48,273
$43,662
$41,497
$51,867
$54,579
$34,376
$44,750
$69,965
B
D
F
C
F
F
C
F
C
A
D
C
C
C
C
B
C
F
A
A
C
A
C
B
D
C
C
F
A
A
C
A
F
F
A
F
F
A
A
A
F
F
D
F
A
D
F
A
B
D
0.038
0.037
0.032
0.040
0.032
0.031
0.040
0.028
0.033
0.040
0.035
0.036
0.036
0.043
0.037
0.043
0.038
0.032
0.046
0.041
0.037
0.045
0.037
0.040
0.034
0.039
0.036
0.033
0.043
0.050
0.039
0.046
0.034
0.029
0.043
0.036
0.030
0.041
0.041
0.043
0.028
0.029
0.037
0.032
0.056
0.035
0.030
0.044
0.039
0.041
$35,530
$71,476
$38,361
$36,537
$51,578
$49,913
$64,575
$62,901
$38,691
$41,997
$48,328
$34,780
$49,776
$40,628
$45,010
$42,634
$36,170
$46,722
$37,845
$53,123
$58,787
$36,994
$49,120
$31,149
$42,062
$36,288
$47,923
$44,736
$45,880
$55,848
$39,943
$59,650
$43,330
$48,329
$41,302
$39,538
$47,302
$45,118
$45,168
$34,869
$45,819
$39,243
$47,063
$42,018
$40,412
$51,233
$52,513
$33,961
$43,374
$67,679
C
C
F
C
F
F
C
F
F
B
D
C
C
A
C
A
C
F
A
B
C
A
C
B
D
C
C
F
A
A
C
A
D
F
A
D
F
B
B
A
F
F
C
F
A
D
F
A
C
B
Fourth Edition
41
Table C-3. Effort Continued

2010
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
42
Effort Index
0.035
0.035
0.029
0.038
0.028
0.031
0.037
0.026
0.030
0.037
0.032
0.031
0.036
0.043
0.034
0.038
0.035
0.028
0.046
0.039
0.034
0.041
0.033
0.037
0.031
0.036
0.035
0.032
0.042
0.047
0.034
0.043
0.035
0.028
0.041
0.033
0.028
0.040
0.040
0.041
0.027
0.029
0.034
0.031
0.053
0.031
0.029
0.040
0.039
0.040
2011
Per Capita GDP

$36,156
$68,656
$38,222
$37,658
$51,546
$49,923
$64,766
$62,994
$38,258
$41,894
$48,694
$34,825
$50,296
$43,207
$46,052
$43,556
$37,746
$48,594
$38,374
$54,080
$60,354
$39,056
$50,641
$31,331
$42,610
$36,918
$49,119
$44,102
$47,224
$56,025
$39,316
$60,974
$43,778
$51,254
$42,342
$39,377
$49,538
$45,976
$46,277
$35,078
$46,507
$39,649
$47,617
$42,075
$42,097
$52,084
$52,850
$34,818
$44,431
$66,256
C
C
F
B
F
F
C
F
F
C
D
F
C
A
C
B
C
F
A
B
C
A
D
C
F
C
C
D
A
A
C
A
C
F
A
D
F
A
A
A
F
F
C
F
A
F
F
A
B
A
Effort Index
0.035
0.033
0.027
0.037
0.029
0.029
0.037
0.026
0.030
0.037
0.031
0.032
0.038
0.037
0.035
0.036
0.034
0.027
0.045
0.037
0.034
0.040
0.035
0.036
0.033
0.034
0.033
0.030
0.041
0.048
0.034
0.043
0.029
0.027
0.039
0.029
0.026
0.039
0.039
0.039
0.024
0.028
0.032
0.029
0.051
0.030
0.028
0.043
0.040
0.035
2012
Per Capita GDP

$36,463
$70,594
$38,882
$38,056
$51,935
$50,010
$63,990
$62,534
$37,636
$41,866
$49,096
$34,589
$51,023
$43,149
$46,591
$45,026
$38,170
$46,932
$37,941
$54,497
$61,288
$39,912
$51,552
$30,988
$42,128
$37,867
$50,627
$44,197
$47,710
$55,537
$39,494
$61,399
$43,486
$55,109
$43,439
$40,459
$51,143
$46,503
$46,304
$35,885
$48,330
$40,468
$48,846
$42,714
$42,969
$51,923
$52,595
$35,656
$45,036
$66,628
C
C
F
B
F
F
B
F
F
B
D
D
B
B
C
B
C
F
A
B
C
A
C
B
C
C
C
F
A
A
C
A
F
F
A
F
F
A
A
A
F
F
D
F
A
F
F
A
A
C
Effort Index
0.033
0.034
0.025
0.038
0.027
0.028
0.039
0.027
0.027
0.036
0.031
0.029
0.038
0.036
0.035
0.037
0.035
0.028
0.044
0.038
0.034
0.038
0.033
0.036
0.033
0.033
0.032
0.028
0.040
0.048
0.033
0.043
0.024
0.023
0.037
0.029
0.026
0.039
0.039
0.039
0.025
0.027
0.030
0.028
0.051
0.030
0.028
0.051
0.037
0.036
Per Capita GDP

$37,186
$72,281
$39,529
$38,336
$52,835
$50,812
$64,565
$62,294
$38,011
$42,029
$49,432
$34,337
$51,697
$44,095
$47,601
$44,952
$38,358
$47,634
$38,149
$54,751
$62,313
$40,495
$52,292
$31,985
$42,541
$38,494
$51,386
$44,473
$48,109
$56,799
$39,825
$62,212
$44,063
$64,871
$44,790
$41,348
$52,758
$46,972
$46,903
$36,033
$47,886
$41,441
$51,367
$44,196
$43,461
$52,057
$53,814
$35,152
$45,363
$63,765
C
C
F
B
F
F
A
F
F
C
D
F
B
C
C
B
C
F
A
A
C
B
C
B
C
C
C
F
A
A
C
A
F
F
B
F
F
A
A
A
F
F
D
F
A
D
F
A
B
B
Fourth Edition
Table C-4. Coverage

% 6- to 16Year-Olds
in Public
State
School
Alabama
86%
Alaska
90%
Arizona
91%
Arkansas
90%
California
89%
Colorado
89%
Connecticut
88%
Delaware
79%
78%
Florida
86%
Georgia
88%
Hawaii
80%
Idaho
91%
Illinois
86%
Indiana
86%
Iowa
88%
Kansas
88%
Kentucky
86%
Louisiana
81%
Maine
90%
Maryland
81%
Massachusetts
87%
Michigan
88%
Minnesota
87%
Mississippi
88%
Missouri
83%
Montana
89%
Nebraska
86%
Nevada
92%
New Hampshire
88%
New Jersey
85%
New Mexico
90%
New York
84%
North Carolina
89%
North Dakota
88%
Ohio
84%
Oklahoma
90%
Oregon
88%
Pennsylvania
83%
Rhode Island
86%
South Carolina
87%
South Dakota
88%
Tennessee
87%
Texas
91%
Utah
93%
Vermont
90%
Virginia
88%
Washington
88%
West Virginia
91%
Wisconsin
84%
Wyoming
94%
Fourth Edition
2007
Median
Median
Household Household
Income
Income
(Public
(Private
School)
School)
$58,221
$103,184
$81,217
$105,538
$67,949
$103,397
$52,666
$101,996
$76,334
$143,228
$79,736
$112,392
$106,305
$173,829
$69,799
$129,167
$52,106
$185,933
$66,417
$128,858
$65,893
$129,358
$79,912
$122,019
$63,862
$84,349
$78,001
$121,030
$65,473
$97,926
$70,522
$94,431
$70,003
$108,452
$56,727
$100,827
$52,956
$105,357
$65,168
$72,885
$90,972
$147,465
$95,291
$141,852
$70,259
$106,583
$82,859
$121,035
$48,795
$94,289
$64,300
$101,562
$61,978
$83,378
$66,411
$92,351
$72,711
$141,646
$89,756
$112,241
$100,837
$131,709
$53,526
$91,893
$78,642
$121,654
$63,416
$117,173
$68,012
$101,174
$67,468
$101,157
$58,263
$107,892
$68,503
$102,822
$71,943
$104,301
$76,379
$123,757
$59,135
$101,128
$65,372
$86,906
$59,089
$119,763
$63,957
$127,688
$77,469
$101,571
$72,415
$102,481
$84,311
$139,903
$75,138
$127,192
$55,035
$87,681
$72,277
$99,272
$73,353
$92,635
Private/
Public
Ratio Rank
177%
38
130%
5
152%
6
194%
30
188%
32
141%
12
164%
25
185%
50
357%
51
194%
46
196%
39
153%
48
132%
4
155%
33
150%
29
134%
11
155%
19
178%
41
199%
49
112%
3
162%
47
149%
22
152%
16
146%
20
193%
40
158%
44
135%
7
139%
24
195%
15
125%
10
131%
21
172%
18
155%
42
185%
31
149%
14
150%
36
185%
23
150%
17
145%
43
162%
37
171%
34
133%
13
203%
45
200%
26
131%
2
142%
9
166%
28
169%
27
159%
8
137%
35
126%
1
% 6- to 16Year-Olds
in Public
School
88%
89%
92%
91%
90%
90%
89%
82%
79%
87%
89%
79%
92%
87%
87%
88%
88%
88%
81%
89%
85%
88%
88%
87%
87%
85%
89%
86%
92%
89%
87%
90%
85%
89%
87%
85%
91%
89%
85%
88%
90%
90%
87%
92%
93%
90%
88%
89%
92%
85%
93%
2012
Median
Median
Household Household
Income
Income
(Public
(Private
School)
School)
$61,621
$105,204
$84,811
$106,196
$65,479
$101,277
$57,394
$105,700
$75,452
$148,010
$81,979
$126,403
$111,368
$186,966
$72,045
$135,311
$68,488
$254,246
$64,350
$116,996
$65,431
$119,138
$80,305
$125,332
$66,848
$93,418
$79,527
$129,836
$65,988
$101,382
$74,098
$103,354
$73,541
$107,214
$60,665
$109,488
$57,006
$117,411
$67,874
$84,221
$95,291
$155,826
$102,054
$154,330
$69,902
$103,960
$86,316
$130,997
$50,381
$92,329
$67,298
$110,427
$66,574
$77,820
$72,042
$107,437
$64,781
$114,890
$94,428
$127,504
$107,401
$150,320
$56,145
$94,824
$83,700
$134,843
$64,518
$118,066
$82,075
$139,195
$68,543
$101,438
$62,287
$109,712
$67,557
$105,943
$76,788
$112,538
$78,298
$135,433
$59,635
$104,313
$71,412
$123,327
$61,045
$116,320
$67,673
$132,713
$78,230
$103,859
$77,087
$94,162
$90,271
$147,076
$79,852
$125,257
$62,506
$89,838
$75,230
$94,273
$74,708
$88,144
Private/
Public
Ratio Rank
171%
33
125%
6
155%
9
184%
25
196%
36
154%
11
168%
28
188%
48
371%
51
182%
43
182%
31
156%
49
140%
3
163%
35
154%
30
139%
13
146%
15
180%
40
206%
50
124%
8
164%
46
151%
24
149%
22
152%
27
183%
42
164%
45
117%
7
149%
34
177%
12
135%
10
140%
18
169%
17
161%
44
183%
32
170%
39
148%
38
176%
16
157%
14
147%
41
173%
37
175%
23
173%
20
191%
47
196%
19
133%
2
122%
5
163%
26
157%
21
144%
4
125%
29
118%
1
43
Table C-5. Early Childhood Education

2007
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of
Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
2008
% Low
Income
Enrolled
% NonLow
Income
Enrolled
31%
29%
27%
45%
40%
31%
49%
43%
51%
47%
42%
50%
56%
52%
68%
52%
60%
61%
64%
90%
72%
59%
72%
84%
48%
83%
40%
39%
45%
26%
50%
31%
42%
32%
43%
41%
35%
32%
50%
42%
41%
52%
34%
33%
30%
22%
33%
57%
33%
51%
36%
25%
38%
38%
33%
41%
39%
42%
36%
30%
35%
27%
41%
32%
29%
37%
49%
56%
60%
59%
60%
41%
56%
45%
48%
50%
46%
62%
42%
55%
64%
51%
46%
55%
50%
39%
41%
32%
54%
67%
42%
62%
53%
27%
48%
47%
45%
53%
52%
56%
34%
47%
48%
44%
57%
55%
47%
45%
43%
46%
2009
% Low
Income
Enrolled
% NonLow
Income
Enrolled
47
44
40
8
30
49
29
11
36%
44%
22%
47%
42%
38%
50%
46%
58%
43%
42%
55%
56%
56%
68%
51%
62%
101%
53%
87%
74%
67%
73%
91%
57%
51
55%
82%
68%
66%
75%
63%
89%
68%
89%
64%
95%
66%
82%
58%
77%
82%
90%
94%
67%
83%
72%
70%
61%
84%
77%
82%
67%
93%
78%
82%
74%
77%
76%
76%
105%
63%
73%
61%
71%
59%
62%
82%
114%
122%
34
38
25
42
10
33
9
39
4
37
15
50
20
17
7
5
36
13
28
32
45
12
21
16
35
6
19
18
26
22
23
24
3
41
27
46
31
48
43
14
2
1
40%
41%
23%
29%
52%
32%
44%
41%
43%
51%
32%
39%
52%
42%
36%
52%
36%
34%
39%
15%
29%
63%
42%
53%
38%
44%
41%
39%
30%
38%
38%
42%
51%
36%
34%
32%
31%
38%
29%
26%
43%
22%
60%
57%
62%
41%
59%
47%
50%
53%
54%
57%
39%
58%
65%
55%
52%
56%
49%
37%
48%
34%
59%
68%
42%
64%
59%
47%
50%
49%
51%
56%
64%
55%
41%
50%
50%
47%
63%
56%
49%
43%
46%
49%
Enrollment
Ratio by
Income
Rank
% Low
Income
Enrolled
% NonLow
Income
Enrolled
41
3
46
13
24
35
26
9
33%
30%
23%
49%
41%
40%
50%
43%
54%
35%
41%
53%
55%
57%
65%
55%
61%
85%
58%
92%
75%
70%
77%
77%
46
10
48
5
26
29
20
19
67%
37
53%
58%
91%
67%
73%
37%
71%
89%
68%
89%
76%
79%
90%
83%
67%
80%
77%
70%
94%
73%
93%
81%
44%
50%
93%
102%
83%
64%
93%
83%
80%
59%
69%
59%
76%
122%
72%
68%
68%
49%
67%
60%
60%
93%
44%
38
27
51
29
12
34
11
22
20
10
14
39
18
21
30
4
25
6
17
49
47
8
2
15
40
7
16
19
44
31
45
23
1
28
32
33
48
36
43
42
5
50
39%
42%
54%
26%
49%
29%
38%
35%
40%
49%
36%
39%
47%
39%
41%
51%
34%
44%
38%
20%
28%
59%
40%
49%
34%
23%
40%
37%
36%
41%
39%
41%
31%
35%
37%
31%
56%
37%
33%
31%
43%
33%
58%
60%
59%
34%
60%
50%
54%
52%
49%
62%
48%
55%
67%
56%
50%
53%
51%
43%
55%
38%
60%
69%
45%
62%
57%
37%
52%
44%
51%
54%
58%
62%
39%
47%
50%
45%
53%
55%
48%
39%
50%
53%
67%
69%
92%
76%
81%
58%
70%
67%
82%
79%
75%
71%
70%
70%
82%
97%
67%
102%
69%
52%
47%
86%
89%
79%
59%
62%
75%
84%
70%
76%
68%
67%
80%
76%
73%
69%
105%
66%
69%
79%
87%
62%
40
35
4
21
14
49
30
41
13
18
25
28
33
31
12
3
42
2
34
50
51
9
7
17
47
44
24
11
32
22
38
39
15
23
27
37
1
43
36
16
8
45
Enrollment
Ratio by
Income
Rank
Enrollment
Ratio by
Income
Rank
44
Fourth Edition
Table C-5. Early Childhood Education Continued

2010
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of
Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Fourth Edition
2011
% Low
Income
Enrolled
% NonLow
Income
Enrolled
39%
39%
25%
51%
41%
39%
46%
42%
52%
42%
44%
58%
57%
55%
69%
61%
75%
93%
57%
88%
73%
72%
67%
70%
57%
85%
42%
41%
45%
36%
46%
32%
36%
45%
35%
51%
32%
40%
46%
38%
38%
52%
34%
47%
40%
25%
42%
57%
30%
51%
29%
28%
38%
41%
31%
42%
38%
42%
33%
35%
36%
31%
48%
35%
24%
28%
37%
26%
59%
58%
60%
52%
61%
47%
53%
55%
50%
53%
55%
57%
64%
53%
50%
53%
53%
38%
54%
39%
54%
66%
39%
63%
54%
31%
51%
51%
51%
53%
49%
61%
42%
48%
51%
47%
50%
56%
49%
39%
46%
39%
2012
% Low
Income
Enrolled
% NonLow
Income
Enrolled
20
5
49
7
26
30
42
36
34%
40%
28%
42%
39%
35%
60%
47%
55%
48%
43%
52%
58%
56%
64%
56%
61%
84%
66%
82%
67%
63%
94%
83%
67%
41
58%
85%
72%
72%
74%
70%
75%
69%
68%
83%
71%
97%
58%
71%
72%
73%
77%
98%
65%
125%
73%
64%
78%
86%
77%
81%
54%
90%
74%
80%
61%
79%
77%
69%
80%
72%
70%
65%
96%
62%
49%
73%
81%
68%
28
31
21
34
19
38
39
9
32
3
48
33
27
23
17
2
43
1
24
45
15
8
18
11
50
6
22
12
47
14
16
37
13
29
35
44
4
46
51
25
10
40
44%
40%
44%
34%
43%
37%
47%
37%
32%
50%
34%
41%
46%
48%
40%
53%
38%
40%
38%
25%
32%
55%
38%
51%
33%
42%
39%
42%
26%
36%
47%
38%
39%
33%
33%
26%
39%
39%
33%
33%
37%
37%
58%
58%
50%
33%
62%
48%
50%
49%
50%
55%
45%
53%
68%
57%
52%
59%
54%
45%
55%
37%
60%
66%
44%
63%
55%
33%
55%
46%
50%
54%
57%
55%
40%
45%
50%
46%
76%
55%
52%
40%
45%
41%
Enrollment
Ratio by
Income
Rank
% Low
Income
Enrolled
% NonLow
Income
Enrolled
46
13
41
19
39
45
5
14
36%
42%
25%
43%
41%
37%
62%
39%
52%
36%
45%
49%
58%
56%
71%
52%
70%
115%
57%
89%
71%
66%
87%
75%
31
2
47
9
27
37
11
22
69%
36
73%
77%
94%
76%
70%
88%
103%
70%
77%
94%
75%
63%
91%
76%
78%
67%
83%
77%
90%
70%
88%
69%
68%
54%
83%
88%
80%
59%
125%
71%
92%
52%
66%
81%
69%
99%
72%
67%
57%
51%
70%
63%
82%
83%
91%
25
33
11
2
32
23
4
27
44
8
26
22
38
15
24
9
31
12
35
37
49
16
10
21
47
1
29
6
50
42
20
34
3
28
40
48
51
30
43
18
17
7
41%
40%
53%
23%
47%
31%
47%
40%
40%
44%
38%
28%
46%
41%
37%
53%
33%
37%
48%
21%
33%
55%
35%
51%
34%
37%
37%
37%
33%
37%
39%
36%
44%
36%
36%
30%
33%
34%
30%
31%
44%
51%
61%
62%
48%
44%
58%
48%
51%
50%
54%
60%
57%
55%
65%
51%
52%
49%
48%
33%
55%
42%
61%
71%
48%
66%
54%
43%
54%
46%
51%
60%
53%
53%
35%
50%
52%
47%
52%
56%
49%
41%
49%
65%
68%
66%
111%
53%
82%
64%
91%
80%
76%
74%
66%
51%
71%
81%
71%
109%
69%
113%
88%
49%
54%
77%
72%
77%
62%
86%
69%
80%
64%
62%
75%
68%
124%
72%
70%
64%
63%
60%
62%
75%
91%
79%
34
38
4
49
13
41
7
15
20
24
36
50
28
14
29
5
33
3
10
51
48
19
25
18
43
12
32
16
40
44
23
35
1
26
30
39
42
46
45
21
8
17
Enrollment
Ratio by
Income
Rank
Enrollment
Ratio by
Income
Rank
45
Table C-6. Wages

2007
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Total
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Wage Ratio
at Age 25
84%
128%
81%
93%
88%
76%
81%
91%
81%
84%
77%
87%
93%
89%
91%
96%
86%
86%
86%
94%
85%
84%
102%
83%
82%
83%
107%
85%
87%
83%
90%
91%
87%
80%
91%
92%
85%
93%
94%
97%
84%
96%
83%
80%
89%
83%
104%
79%
79%
84%
93%
124%
Wage Ratio
at Age 45
74%
115%
69%
80%
81%
69%
74%
80%
72%
77%
71%
80%
82%
76%
76%
81%
75%
75%
76%
87%
76%
75%
90%
74%
73%
75%
91%
77%
81%
72%
80%
82%
80%
72%
75%
79%
74%
84%
82%
91%
74%
76%
73%
71%
79%
76%
94%
70%
73%
77%
82%
99%
2008
Rank
39
1
51
14
19
52
42
16
45
28
50
23
12
26
24
9
30
32
29
7
33
34
5
40
43
35
4
27
20
44
18
13
21
46
25
17
37
8
10
6
38
15
41
48
22
36
3
49
47
31
11
2
Wage Ratio
at Age 25
84%
91%
78%
92%
84%
74%
78%
81%
60%
83%
74%
83%
80%
80%
88%
85%
86%
80%
83%
90%
85%
79%
88%
79%
82%
75%
91%
81%
79%
88%
85%
89%
83%
77%
89%
87%
79%
83%
90%
97%
81%
97%
78%
76%
83%
79%
88%
74%
75%
79%
89%
114%
Wage Ratio
at Age 45
73%
81%
65%
77%
77%
68%
71%
71%
53%
76%
68%
76%
71%
68%
72%
70%
74%
68%
73%
83%
75%
71%
77%
70%
73%
67%
76%
72%
72%
76%
75%
80%
77%
69%
72%
74%
68%
74%
77%
91%
70%
75%
69%
67%
73%
71%
80%
65%
68%
71%
78%
90%
2009
Rank
25
4
48
7
15
49
38
31
52
23
50
22
35
41
21
29
20
40
28
3
16
37
12
39
27
47
10
30
32
13
18
6
17
44
19
14
42
24
11
2
34
5
43
46
26
33
8
51
45
36
9
1
Wage Ratio
at Age 25
82%
87%
79%
85%
83%
73%
76%
88%
68%
82%
73%
87%
85%
83%
88%
89%
85%
82%
80%
86%
85%
77%
90%
79%
83%
76%
97%
80%
79%
80%
87%
83%
84%
78%
100%
87%
80%
86%
90%
92%
82%
85%
75%
74%
84%
80%
97%
74%
75%
78%
87%
118%
Wage Ratio
at Age 45
71%
77%
66%
72%
75%
66%
69%
76%
60%
75%
68%
79%
75%
70%
71%
73%
73%
70%
70%
80%
75%
69%
78%
69%
73%
68%
81%
71%
73%
69%
76%
75%
77%
70%
80%
74%
69%
77%
77%
86%
71%
65%
66%
65%
73%
72%
87%
65%
69%
71%
76%
93%
Rank
28
11
45
25
20
50
43
10
52
24
47
7
18
31
22
16
23
34
36
8
19
42
6
39
27
44
5
33
29
35
12
21
15
41
3
17
40
14
9
4
30
38
48
49
26
32
2
51
46
37
13
1
46
Fourth Edition
Table C-6. Wages Continued

2010
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Total
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Fourth Edition
Wage Ratio
at Age 25
79%
82%
75%
87%
85%
75%
78%
80%
73%
81%
75%
89%
81%
85%
89%
92%
82%
83%
83%
82%
86%
78%
92%
78%
79%
78%
93%
85%
83%
80%
90%
77%
87%
80%
99%
89%
80%
83%
90%
90%
85%
95%
76%
76%
83%
77%
88%
72%
74%
84%
88%
107%
Wage Ratio
at Age 45
69%
72%
63%
73%
77%
68%
71%
69%
65%
74%
69%
81%
71%
72%
71%
76%
70%
71%
73%
76%
76%
69%
80%
69%
70%
70%
78%
75%
76%
69%
79%
69%
80%
71%
79%
76%
69%
74%
77%
85%
73%
73%
67%
67%
73%
69%
79%
63%
68%
75%
76%
84%
2011
Rank
41
29
51
20
15
49
35
37
50
28
45
6
32
25
21
10
31
30
27
22
16
40
4
42
34
39
5
18
17
38
7
44
9
33
2
13
36
23
12
3
24
11
47
46
26
43
8
52
48
19
14
1
Wage Ratio
at Age 25
77%
86%
78%
86%
81%
74%
78%
85%
76%
77%
73%
94%
80%
82%
87%
98%
86%
80%
80%
90%
83%
80%
89%
83%
79%
76%
87%
84%
79%
84%
85%
74%
84%
74%
95%
86%
81%
82%
90%
88%
83%
85%
76%
77%
82%
76%
82%
70%
71%
71%
90%
106%
Wage Ratio
at Age 45
67%
76%
65%
72%
74%
67%
71%
73%
67%
70%
67%
85%
71%
69%
69%
81%
73%
69%
70%
83%
73%
71%
77%
73%
70%
68%
72%
74%
72%
72%
75%
66%
76%
66%
75%
73%
69%
73%
77%
82%
72%
64%
67%
67%
72%
69%
74%
61%
65%
63%
78%
83%
2012
Rank
40
10
45
18
23
46
33
17
43
37
49
2
30
31
25
3
15
36
32
4
21
29
9
22
35
41
14
16
28
20
12
47
11
48
6
13
34
24
8
5
26
38
44
42
27
39
19
52
50
51
7
1
Wage Ratio
at Age 25
77%
94%
72%
85%
80%
74%
76%
83%
74%
77%
71%
83%
77%
83%
81%
101%
80%
79%
81%
84%
82%
76%
85%
78%
76%
72%
87%
84%
85%
82%
85%
83%
86%
72%
85%
85%
75%
82%
90%
81%
80%
87%
71%
75%
81%
75%
82%
69%
73%
83%
85%
121%
Wage Ratio
at Age 45
67%
82%
60%
71%
73%
67%
69%
71%
66%
71%
66%
76%
69%
70%
65%
83%
68%
67%
71%
78%
73%
67%
74%
68%
67%
64%
72%
75%
78%
70%
74%
74%
79%
64%
67%
72%
64%
73%
77%
76%
69%
66%
63%
66%
71%
68%
74%
60%
67%
74%
74%
94%
Rank
38
3
51
19
23
42
37
22
45
30
47
8
34
24
36
2
32
35
28
7
21
40
9
33
41
48
14
10
6
25
12
13
5
49
27
17
46
20
4
16
31
29
50
43
26
39
18
52
44
15
11
1
47
Table C-7. Pupil-to-Teacher Fairness Ratio

2007
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Predicted
PTR at
10%
Poverty
13.1
17.7
18.8
15.6
21.0
17.2
14.7
15.5
16.3
14.2
19.0
17.5
18.2
14.7
14.8
15.7
14.2
12.7
14.1
13.4
18.4
16.8
15.6
15.1
17.4
14.8
17.4
13.6
12.3
15.3
12.8
13.7
14.6
18.0
16.9
23.1
15.5
13.2
14.5
15.7
15.8
14.7
22.1
13.4
11.4
19.2
17.9
15.2
13.3
2008
PTR
Fairness
Rank
of PTR
Fairness
Along
State
Predicted
PTR at
10%
Poverty
96%
149%
103%
122%
104%
101%
99%
128%
100%
100%
109%
82%
124%
112%
107%
111%
91%
107%
106%
115%
108%
121%
99%
112%
127%
119%
65%
115%
120%
100%
95%
105%
147%
113%
112%
149%
91%
94%
106%
131%
100%
98%
140%
108%
106%
109%
104%
93%
136%
42
1
33
10
32
34
40
7
38
37
22
48
9
19
26
20
47
25
28
15
24
11
39
18
8
13
49
14
12
35
43
30
3
16
17
2
46
44
27
6
36
41
4
23
29
21
31
45
5
14.3
18.1
18.9
15.9
21.3
17.1
14.8
15.2
16.1
14.0
18.9
18.6
18.0
14.6
14.5
16.0
13.7
13.2
14.0
13.9
18.7
16.5
15.4
15.0
16.7
14.6
18.4
13.6
14.7
15.0
12.5
14.6
14.3
17.9
16.7
19.7
14.4
12.8
15.8
14.7
15.2
14.6
23.8
13.4
17.1
19.4
14.5
15.3
12.9
2009
PTR
Fairness
Rank
of PTR
Fairness
Along
State
Predicted
PTR at
10%
Poverty
PTR
Fairness
Rank
of PTR
Fairness
Along
State
89%
145%
105%
119%
105%
102%
99%
120%
110%
98%
121%
91%
125%
116%
111%
110%
93%
113%
109%
122%
107%
126%
103%
119%
123%
126%
108%
112%
127%
100%
106%
103%
147%
111%
110%
104%
96%
81%
95%
116%
106%
99%
145%
108%
105%
111%
109%
91%
140%
48
3
32
14
33
38
40
12
23
42
11
46
8
15
20
24
45
17
25
10
29
6
37
13
9
7
28
18
5
39
30
36
1
21
22
35
43
49
44
16
31
41
2
27
34
19
26
47
4
15.1
17.4
18.5
14.7
21.4
17.2
12.0
15.5
14.1
13.9
19.1
15.9
18.2
14.8
14.6
16.2
13.5
13.2
14.1
14.0
18.6
16.8
15.2
15.0
16.9
14.6
18.2
13.8
12.4
14.9
12.8
14.6
14.0
17.7
16.9
19.6
14.4
12.6
15.3
15.9
15.2
14.4
24.0
13.2
17.3
19.5
14.5
15.2
13.0
91%
150%
103%
119%
105%
105%
104%
115%
98%
101%
110%
84%
126%
114%
111%
110%
93%
103%
106%
114%
108%
121%
102%
111%
121%
120%
66%
154%
114%
103%
104%
101%
151%
113%
109%
103%
98%
91%
101%
116%
102%
97%
120%
107%
110%
110%
107%
98%
134%
46
3
34
10
29
28
30
12
42
40
19
48
5
15
18
22
45
35
27
14
24
6
37
17
7
8
49
1
13
32
31
38
2
16
23
33
43
47
39
11
36
44
9
25
21
20
26
41
4
48
Fourth Edition
Table C-7. Pupil-to-Teacher Fairness Ratio Continued

2010
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Fourth Edition
Predicted
PTR at
10%
Poverty
15.5
16.9
18.9
14.5
22.6
17.5
13.2
14.7
13.9
14.5
19.0
15.9
18.5
14.9
14.7
16.3
13.7
12.6
14.3
14.1
18.9
17.0
15.2
14.9
16.5
14.7
17.1
13.9
12.5
15.2
12.6
15.4
14.1
17.7
17.1
20.5
14.3
12.5
15.3
15.5
15.0
14.5
23.3
13.7
17.7
20.0
14.5
15.3
13.6
2011
PTR
Fairness
Rank
of PTR
Fairness
Along
State
Predicted
PTR at
10%
Poverty
96%
90%
102%
114%
106%
109%
98%
104%
91%
103%
108%
97%
123%
106%
102%
111%
99%
100%
103%
114%
107%
121%
101%
111%
112%
113%
68%
140%
111%
103%
106%
107%
141%
115%
110%
103%
101%
90%
98%
121%
102%
98%
111%
98%
116%
110%
107%
95%
130%
44
48
34
10
24
19
40
27
46
29
20
43
4
25
32
14
38
37
30
9
21
5
36
13
12
11
49
2
15
31
26
23
1
8
18
28
35
47
41
6
33
42
16
39
7
17
22
45
3
14.5
16.3
19.4
15.7
24.4
17.9
13.2
15.0
14.7
15.3
18.2
16.0
19.6
15.7
15.1
16.9
14.3
13.4
14.3
14.2
19.3
17.1
15.8
15.1
16.8
14.7
17.0
13.3
13.4
15.8
12.8
15.7
13.9
17.8
17.5
21.2
14.3
12.5
16.0
15.4
15.2
14.6
23.3
13.5
17.6
19.8
14.3
15.4
14.5
2012
PTR
Fairness
Rank
of PTR
Fairness
Along
State
Predicted
PTR at
10%
Poverty
PTR
Fairness
Rank
of PTR
Fairness
Along
State
94%
103%
103%
114%
104%
108%
97%
100%
93%
106%
107%
95%
120%
110%
107%
109%
100%
106%
103%
111%
109%
124%
103%
104%
112%
111%
65%
108%
96%
105%
101%
109%
140%
114%
108%
106%
98%
90%
100%
121%
104%
97%
115%
90%
107%
109%
105%
91%
94%
43
32
31
6
29
18
40
35
45
23
19
42
4
11
21
14
37
24
30
9
12
2
33
28
8
10
49
16
41
25
34
13
1
7
17
22
38
47
36
3
27
39
5
48
20
15
26
46
43
15.5
17.1
18.8
15.8
23.6
18.3
12.9
14.9
14.8
15.3
18.7
16.2
17.7
15.6
14.0
16.8
14.6
13.6
14.5
14.1
19.3
17.0
15.8
15.1
17.3
14.9
17.8
14.2
12.6
16.1
12.8
15.7
14.0
18.0
17.7
22.0
14.6
12.1
16.0
16.1
15.3
15.4
23.7
13.8
13.8
20.2
14.7
15.7
13.1
98%
105%
99%
112%
100%
107%
96%
100%
92%
103%
109%
93%
112%
107%
100%
104%
102%
96%
100%
113%
110%
125%
102%
104%
111%
105%
69%
127%
108%
104%
100%
104%
150%
115%
107%
99%
95%
88%
105%
121%
103%
99%
118%
91%
98%
110%
109%
90%
110%
39
22
36
9
34
19
42
33
45
27
15
44
8
17
35
25
29
41
32
7
11
3
30
26
10
20
49
2
16
24
31
23
1
6
18
38
43
48
21
4
28
37
5
46
40
13
14
47
12
49
30312

Is School Funding Fair - 4th Edition

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Is School Funding Fair - 4th Edition

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Is School Funding Fair?

A National Report Card

Bruce D. Baker, Rutgers University

About the Authors

The Slow Recovery on School Funding....................................................................................1

Analyzing School Funding Fairness..........................................................................................2

The Fairness Principles........................................................................................................2

Why Measure Fairness?......................................................................................................3

The Fairness Measures........................................................................................................4

Resource Allocation Indicators............................................................................................4

II. Evaluating the States...................................................................................................................5

National Trends in Student Poverty...........................................................................................5

The Four Fairness Measures.....................................................................................................5

Fairness Measure #1: Funding Level...................................................................................6

Fairness Measure #2: Funding Distribution.........................................................................8

The State Fairness Profiles................................................................................................12

Fairness Measure #3: Effort...............................................................................................18

Fairness Measure #4: Coverage........................................................................................22

III. The National Report Card: Fourth Edition................................................................................24

Early Childhood Education......................................................................................................26

Figure 18. Effort Index...................................................................................................................19

Is School Funding Fair? A National Report Card

Analyzing School Funding Fairness

The Fairness Principles

Is School Funding Fair? A National Report Card

Why Measure Fairness?

Is School Funding Fair? A National Report Card

The Fairness Measures

Resource Allocation Indicators

Is School Funding Fair? A National Report Card

II. Evaluating the States

Figure 1. National Trend in Concentrated Poverty

The Four Fairness Measures

Is School Funding Fair? A National Report Card

Fairness Measure #1: Funding Level

Is School Funding Fair? A National Report Card

Figure 2. Predicted Funding Level, 2012

Is School Funding Fair? A National Report Card

Figure 3. Change in Funding Level and Rank

Fairness Measure #2: Funding Distribution

Is School Funding Fair? A National Report Card

Figure 4. State Funding Distribution

Is School Funding Fair? A National Report Card

Is School Funding Fair? A National Report Card

Figure 5. States "Improving" Funding Distribution, 2007 to 2012

Is School Funding Fair? A National Report Card

The State Fairness Profiles

State & Local Revenue per Pupil

Figure 6. State Fairness Profile

State A (Low revenue, poverty flat)

Is School Funding Fair? A National Report Card

Figure 7. Big Sky

Figure 8. Gulf Coast

Is School Funding Fair? A National Report Card

Figure 10. Midwest

Is School Funding Fair? A National Report Card

Figure 11. New England

Figure 12. North Central

Is School Funding Fair? A National Report Card

Figure 13. Pacific