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$$ spent per student and SAT scores

SAT Scores:Combined Reading & Mathematics divided by Expenditure per pupil in fall enrollment at public schools

Created by: Brian
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RankRegionSAT Scores:Combined Reading & Mathematics÷Expenditure per pupil in fall enrollment at public schoolsResult
1Utah1,114.00÷5,216.000.21
2Oklahoma1,149.00÷6,610.000.17
3Idaho1,080.00÷6,319.000.17
4Mississippi1,117.00÷6,548.000.17
5Arizona1,044.00÷6,184.000.17
6Tennessee1,143.00÷6,850.000.17
7South Dakota1,191.00÷7,464.000.16
8Kentucky1,132.00÷7,132.000.16
9Alabama1,119.00÷7,073.000.16
10Iowa1,221.00÷7,962.000.15
11Missouri1,188.00÷7,858.000.15
12North Dakota1,180.00÷7,829.000.15
13Arkansas1,144.00÷7,659.000.15
14Louisiana1,136.00÷7,669.000.15
15Kansas1,173.00÷7,926.000.15
16Nevada1,006.00÷6,804.000.15
17North Carolina1,004.00÷6,904.000.15
18Colorado1,125.00÷7,826.000.14
19New Mexico1,101.00÷7,834.000.14
20Texas999.00÷7,246.000.14
21Florida993.00÷7,215.000.14
22Minnesota1,199.00÷8,718.000.14
23Washington1,057.00÷7,717.000.14
24Illinois1,205.00÷8,896.000.14
25Montana1,081.00÷8,133.000.13
26Nebraska1,164.00÷8,794.000.13
27South Carolina984.00÷7,549.000.13
28Oregon1,048.00÷8,071.000.13
29California1,015.00÷7,905.000.13
30Michigan1,147.00÷9,340.000.12
31Georgia989.00÷8,065.000.12
32Wisconsin1,185.00÷9,755.000.12
33Ohio1,078.00÷9,330.000.12
34Virginia1,022.00÷8,886.000.12
35West Virginia1,023.00÷9,024.000.11
36Indiana1,004.00÷8,919.000.11
37Wyoming1,136.00÷10,190.000.11
38Hawaii990.00÷8,997.000.11
39New Hampshire1,042.00÷9,771.000.11
40Maryland1,002.00÷10,031.000.10
41Pennsylvania992.00÷10,235.000.10
42Alaska1,036.00÷10,847.000.10
43Delaware993.00÷10,911.000.09
44Maine931.00÷10,342.000.09
45Massachusetts1,035.00÷11,642.000.09
46Vermont1,034.00÷11,972.000.09
47Rhode Island994.00÷11,667.000.09
48Connecticut1,022.00÷12,263.000.08
49New York996.00÷13,703.000.07
50New Jersey1,005.00÷14,117.000.07
51District of Columbia940.00÷13,348.000.07
highest to lowest

Comments

Those Mormons in Utah are doing something right.

They spend more money per SAT point? How is that right?

Actually, they get more SAT points for their dollar. Utah gets .21 SAT points for every dollar they spend. While DC only gets .07 SAT points per dollar.

Or the struggling students just didn't take the SAT because Utah never tried very hard to educate them.

Hey Chevy, here's a novel idea: let's use this very site and its wealth of information to investigate that claim.

http://www.datamasher.org/data-sets/percent-graduates-taking-sat-2006-07...

looks like not many Utah graduates take the SAT, but then again neither do graduates of most other states. Leaving out places with obvious government intervention/bad data (somehow I doubt every single graduate of a Maine public school took the SAT of their own volition), Utah looks pretty close to normal. This doesn't invalidate your argument of course, but it suggests more analysis is necessary. Maybe someone should do a socioeconomic mashup with SAT score data?

I live in Utah & I can tell U that less than 1% of our 5A top rated (for this state) highschool took the SAT. Those that took it, were the top students so they're scores boost our average. If you have 5 students take the test and they all score very high, the ave is high. Most Utah students are going to local colleges and trade techs or the infamous BYU so they don 't have to take the SAT's and they don't. The ones that DO take them, are the top students and foreign students who intend to go to east coast colleges or Standford. The data should include a big asterisks on Utah for this reason. It's very misleading. The schools here are underfunded. We spend less than most states in the Union and we have a lot more children due to the culture. Since the 2006 legislature cut the budget more, it's only going to get worse as we haven't felt the full effect of those cuts.

This is very surprising! I wonder how it might tie into other traditional factors for education, e.g. class size and use of computers in the classroom. If, for example, we imagine that computers don't actually enhance the classroom experience much and happen to be absent in most Utah schools (or alternatively that Utah teachers are underpaid) and imagine those explaining Utah's low costs per student, and further imagine that Utah classroom sizes average significantly smaller than the rest of the nation, we can more easily understand how they have both a lower cost per student and a higher SAT achievement.

Alternatively and more cynically, we could imagine Utah's school systems teaching to the SAT test rather than providing a more generic education.

I would love to see class size and SAT scores analysed on a per-state basis (maybe that's on there?)

Poor Jersey. They're spending the most per student and SAT scores are barely above 1000.

If the SAT's are culturally biased, it would be interesting to include cultural metrics in a chart like this. Maybe the effect of something like how many prior generations of a person's family have lived in the US. Maybe the SAT scores for the states with more first-or-second-generation Americans would be even lower if not for more spending.

Maybe part of it is just that students are capable of a certain level of achievement no matter how much money is spent; the SAT scores don't vary by much.

Education takes place in the home...

One vital statistic is missing from this: percentage of student population actually taking the SAT.

In places like Idaho and Utah, a higher number of people go into jobs not requiring a college education. This boosts the states' average SAT scores because struggling students are more likely to opt out of taking the SAT, preferring to go straight into the job market.

http://www.seniorjobbank.org/database/Idaho/Idaho.html
http://www.seniorjobbank.org/database/Utah/Utah.html

In a place like DC or Connecticut, where many jobs require an extremely high level of schooling, struggling students are probably more likely to take the SAT and try to go to college.

WOW... very interesting. It's not completely true, but in the table view, as you go down, the amount spent goes up, and the SAT score goes down, which hints at a negative correlation.

Maybe kids who grow up in smaller towns have ambitions to leave, and in the places where you have a lot of material needs met already... why would you want to try to leave?

I came from a small, poor town and know that the kids who generally did well in school wanted to get OUT as soon as possible and tried their hardest to do just that. The school to the South of us was funded heavily (comparatively), and the kids were very intelligent, but they rarely ever tried to stand out in anything other than sports. I mean, they had a great deal of computers in the mid 90s, while our school had 10 in the library, but they were far more interested in hacking into other computers for nonsense -ejecting a teacher's floppy disk/CD tray to disrupt class - than doing school work.

Seriously, look at Alabama, Mississippi, Arkansas. Excellent SAT scores, generally poor school districts.

The simple average combined SAT score is a highly biased measure of statewide performance. States like Alabama, Mississippi and Arkansas have significantly fewer students choose to take the SAT at all. Many opt for the ACT and military or fail to graduate high school at all, thus the students who do choose to take the SAT are a highly selective group and simply can not be compared to other State populations where significantly higher proportions of the student body take the SAT to begin with.

This measure of SAT points per dollar expenditure per student leaves the inaccurate impression that more is achieved by spending less. That is nonsense. First, it is clear from these data that Utah does not, in fact, rank particularly highly in combined SAT scores (by my count it looks as if it is ~20th overall). Is this really satisfactory to the citizens of Utah? Second, this is fundamentally a misuse of statistics in which there is no attempt to account for relative fractions of students taking the test, socioeconomic status or any other relevant factor.

This got me curious, so I went and looked up the percent of high school graduates who take the SAT from each state:

http://nces.ed.gov/programs/digest/d05/tables/dt05_129.asp

I ran a multiple regression with the data and found that for every 1% increase in the percent of graduates taking the SAT in a state, the average score declines by 2.63 points. That means the state with the highest percentage (NY - 90%) compared to the state with the lowest percentage (SD - 5%) will have average SAT scores that are 221+/-18 points lower for this reason alone.

In comparison, the correlation between average SAT score and expenditure per pupil actually turned POSITIVE when the percentage taking the SAT was held constant - a 0.842 point increase for every extra $100 spent. That means the state with the highest expenditure (NJ) compared to the state with the lowest expenditure (UT) will have average SAT scores that are 75+/-28 points higher for this reason alone.

The conclusions that can be drawn from this, however, are murky at best. First of all, since educated people tend to move to states like NY and MA, the schools in these states could be starting with smarter kids in the first place. Also, how much of that extra money goes toward SAT prep classes? (Maryland, for example, gives SAT prep classes to ALL 10th graders). If UT spent an extra $1,000 per student to give SAT prep classes to all 10th graders, how much of that 75-point gap with NJ be filled? That extra $8,000 that NJ spends could have no discernible effect at all.

I just discovered this site and am amazed...or am I? Is my assumption that the data is accurate accurate? I graduated in research and testing from Florida State and my professors were so brilliant that they basically said they could take ANY study and make it irrelevant by pointing out all the bias, prejudiced data, missing data, etc., etc.

I always wondered why they were in R&T since it was all irrelevant based on their own statements.

After getting my Masters in R&T I transferred to educational psychology for my doctorate so I could REALLY experienced skewed data.

A study is only as good as its data and one never has all the data. And IF one did, there are always variables one cannot control...one being chance.

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