A groundbreaking study by the nonprofit Rand Corporation shows that while American public schools are improving their performance in the wake of years of educational reform, those states that are doing best share certain fundamental priorities.

The "Improving Student Achievement: What NAEP State Test Scores Tell Us" indicates that when standardized test performances by students from similar family backgrounds are compared nationwide, states including Texas, Indiana, Wisconsin, Minnesota, Montana, Iowa, North Dakota and Maine showed significant improvements during the study years of 1990-1996.

One thing these states have in common is higher per-pupil expenditures than the national average. Perhaps more importantly, these states designate funds for low student-teacher ratio in the lower grades, provide more comprehensive prekindergarten programs (and have a higher public participation in these early-year efforts), and have a higher percentage of teachers who say they are satisfied with their resources and lower teacher turnover, the report states.

By contrast, such factors as higher average salaries and an educator pool of more experienced teachers with a higher percentage of master's degrees don't appear to make a significant difference when schools are compared on a state-by-state basis, the study authors report.

These researchers were quick to point out, however, that existing compensation methods -- which often reward both good and mediocre teachers -- are one reason higher salaries may not have much of an effect. Also, higher salaries "may have more important achievement effects within states than between states," according to the report.

In terms of specifics, a review of National Assessment of Educational Progress (NAEP) tests between 1990 and 1996 shows math scores by public school students increased an average of one percentage point per year, far better than math scores from the 1970s and 80s. These numbers show the nation's school systems are getting better.

"Our results certainly challenge the traditional view of public education as 'unreformable'," reported study leader David Grissmer. "But the achievement of disadvantaged students is still substantially affected by inadequate resources. Stronger federal compensatory programs are required to address this inequity."

The Santa Monica, Calif.-based Rand Corporation works to "improve policy and decisionmaking through research and analysis."

The full version of this release can be found at:
http://www.rand.org/hot/Press/naepscores.html