In 2008 the districts listed above (with the exception of the 3 charter schools) reported expenditures that total $629,944,067 or $13,157 per student for K-12. That is approximately 5.6% more than the $12,453 state-wide aggregate per student expenditure.
Although these districts do exemplify the highest achievement in Math scores in 2009, many other districts had notable successes. Many districts throughout the state achieved 70% or higher proficiency scores in specific grades or across many grades they offered. There were also a few districts that had more than 25% of their students score at an advanced level on the math MCAS but did not achieve 70% proficiency across all grade levels tested. There were also many districts, especially charter schools, that are serving lower income and at risk student populations that have succeeded in raising scores significantly. All of these achievements need to be recognized, applauded and continued. This analysis is not meant to in any way to diminish these successes. The intention of this analysis is to bring forward the notion of the importance of developing an Achievement Culture not only in the most affluent of communities but throughout the state. In fact, this concept of the achievement culture, if generally adopted as a goal, will hopefully lessen the devastating impact of institutionalized lowered expectations that has plagued lower income students for decades.
Do you really think you can make a meaningful analysis of educational performance without examining educational method? So far you just seem to be confirming the Coleman Report: demographics are everything. Of course people/families/schools/neighborhoods with a history of achievement have an ‘achievement culture.’ Of course people/families/schools/neighborhoods with a history of failure have a ‘failure culture.’ You can’t change the culture with platitudes, you have to create a history of achievement. In other words, this is bass ackwards.