Idaho Earns a D-Plus on State Report Card, Ranks 48th in Nation
An Education Week State Highlight Report
The 21st annual edition of Quality Counts—Under Construction: Building on ESSA’s K-12 Foundation—continues Education Week’s long-standing tradition of grading the states on their performance. A state’s overall grade is the average of its scores on the three separate indices tracked by the report.
This year, Idaho finishes 48th among the 50 states and the District of Columbia, with an overall score of 67.6 out of 100 points and a grade of D-plus. The nation as a whole posts a grade of C.
Diving into the findings for the three graded indices, Idaho earns a C in the Chance-for-Success category and ranks 38th. The average state earns a C-plus. In School Finance, Idaho receives an F and ranks 49th. For the K-12 Achievement Index, last updated in the 2016 report, it finishes 31st with a grade of D-plus. The average state earns grades of C and C-minus in School Finance and K-12 Achievement, respectively. More details on results in these categories are reported below.
Chance for Success
The Education Week Research Center developed the Chance-for-Success Index to better understand the role that education plays in promoting positive outcomes across an individual’s lifetime. Based on an original state-by-state analysis, this index combines information from 13 indicators that span a person’s life from cradle to career. Those indicators fall into three sub-sections: early foundations, school years, and adult outcomes.
For early foundations, which examines factors that help children get off to a good start, Idaho earns a grade of B and ranks 23rd. The average state posts a B-minus.
Idaho receives a D-plus for the school years, a sub-category focusing on metrics related to pre-k enrollment through postsecondary participation. It finishes 43rd in the nation in this area. By comparison, the nation as a whole earns a C.
In the area of adult outcomes, based on postsecondary educational attainment and workforce indicators, Idaho’s grade is a C-minus. It ranks 46th in the nation. The national average is a C-plus.
The school finance analysis examines two critical aspects of school spending. Of the eight indicators in this category, four assess school spending patterns, while the remaining metrics gauge equity in the distribution of funding across the districts within each state.
Across the spending indicators, Idaho finishes with a letter grade of F compared with a national average of D. Idaho ranks 49th in the nation in this area.
On the equity measures, Idaho’s grade is a C-plus, which places it 47th in the national rankings. The nation as a whole earns a B.
The K-12 Achievement Index examines 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams. The index assigns equal weight to current levels of performance and changes over time. It also places an emphasis on equity, by examining both poverty-based achievement gaps and progress in closing those gaps. The results of the K-12 Achievement Index reported here are from the Quality Counts 2016 report and have not been updated.
Indicators in the index can be broken down into three sub-categories: status, change, and equity.
Measures in the status sub-category evaluate a state’s current performance. Idaho receives a D in this area and ranks 29th in the nation. The average state earns a D.
The change sub-category examines a state’s improvement over time. In this area, Idaho posts a D and ranks 36th. The national average is a D-plus.
In the equity sub-section, states are graded based on achievement gaps between low-income students and their more affluent peers. Idaho’s grade on those poverty-gap measures stands at a B-plus. Nationally, it ranks 19th in this area. The nation as a whole receives a B.
Idaho’s 2017 Highlights Report includes summarized results based on each of the nearly-40 indicators that make up Quality Counts’ overall grading rubric. Tables with the full results are available in PDF form below:
Vol. 36, Issue 16