50 State All States

ALABAMA
LOW PROFICIENCY and HIGH ACCESS
COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 39th
Opportunity to Learn Index Score: 59% (18th)

Percentage of Students at National Proficiency Level or Above: 21% (45th)
Disadvantaged Opportunity to Learn

Student Group1 (compared to White, non-Latino students)
Native American 91%
Black 57%
Latino 65%
Poverty (FARL)2 68%

Alabama ranks 36th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Alabama’s Black, Latino and Native American
students, taken together, have less than 60 percent of the opportunity to attend the state’s best-supported, best-
performing schools as the state’s White, non-Latino students. A low-income student has less than 70percent of
the opportunity to learn as the average White, non-Latino student.
Resource Equity
Resource Ranks
Access to High Quality Early Childhood Education4 27th
Access to Highly Qualified Teachers5 26th
Access to Instructional Materials6 46th
Access to College Preparatory Curriculum7 19th

The key Opportunity to Learn resources used in this report are high quality early childhood education, highly
effective teachers, well-funded instructional materials and a college preparatory curriculum. All students must
have equitable access to key educational resources if they are to have equitable opportunities for success.
Key Research Findings: Alabama is one of a group of states with comparatively low graduation rates, a comparatively
high percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing
schools in states of this type tend to have greater percentages of highly qualified teachers, while their low performing schools
have lower percentages of highly qualified teachers.
OPPORTUNITY FOR SUCCESS
Alabama Students in
Well-Resourced, High-Performing Schools
40%
38%
30% 32%
29%
20% 22% 21%

18%
10%
0%
Asian American* White Native American FARL Latino Black
Native American, Black, Latino and low-income students are more likely than White, non-Latino
students in Alabama to be additionally disadvantaged by attending schools where they have little chance
of becoming proficient in basic skills and graduating on time. Black students and low-income students are
twice as likely to find themselves in such low-performing schools than are White, non-Latino students.
Alabama Students in
Poorly-Resourced, Low-Performing Schools
40%
35%
30%
27%
20%
19%
17%
15%
10%
7%
0%
Black FARL Latino Native American White Asian American *
* Performance for sub-groups of the Asian American populations (Hmong, Cambodian, etc.) varies drastically. Further federal and state disaggregation of data is
needed to more accurately speak to performance results of Asian Americans.
Dividing the percentages of Native American, Black, Latino and low-income students in these “drop-
out factories” by the percentage of White, non-Latino students in these schools gives us the comparative
disadvantage of each group: (Higher numbers are worse: more of a disadvantage)
Group Comparative Disadvantage

Native American students 130%
Asian American students* 54%
Black, non-Latino students 270%
Latino students 150%
Low income students 210%
Comparison is to all White, non-Latino students 100%
Taking steps to improve access to key resources, improving the teacher-to-student ratio and increasing
the percentage of highly effective teachers in the state’s less effective schools will improve the
Opportunity to Learn of the state’s minority and low-income students.
Economic Consequences8
Total Annual Economic Burden to Taxpayers
Because of Inequity: $454 million9
Potential Return on School Improvement Investment 250%
State Annual Total Lifetime Health Loss $89 million
State Annual Crime-Related Loss $59 million
State Tax Losses (Lifetime) $306 million
Annual Lost Lifetime Earnings $630 million

(Difference attributable to high school graduation per annual cohort)
Net Annual Potential Revenue Increase from Equity $279 million

(After deducting estimated cost of improving schools)
SOCIAL AND CIVIC CONSEQUENCES
Changes attributable to educational equalization with White, non-Latino students
College Graduation (25 years of age +)10

Increase Expected Attributable to Equitable Access
Black, Latino, Native American (total) 64%
Employment11
With High School Diploma 5%

Further Increase with Bachelor’s Degree 4%
Income12

Health Risk13
White, non-Latino = 100%
Black, non-Latino 24%
Latino 31%
Civic Engagement14 (National Election Participation)

Increase Expected Attributable to Equitable Access 3%
Incarceration15
Decrease Expected Attributable to Equitable Access to Education
Black, non-Latino -73%
1
Enrollments (2005/6):Native American (2,694), Asian American (2,159), Black, non-Latino (84,680), Latino (5,472), White, non-Latino (163,788), FARL
(115,364).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the state’s percentage of children living in poverty:Native American (29%),
Asian American (18%), Black, non-Latino (41%), Latino (33%), White, non-Latino (14%).
3
The NAEP percentage of all public school students scoring at or above proficiency for Grade 8 Reading is used as a proxy for system quality.
4
Access for 4-year-olds: NIEER Yearbook.
5
Ratio of disadvantaged to advantaged student access: State Consolidated Performance Reports for School Year 2004/5 in Peske, Heather G. and Kati Hay-
cock: Teaching Inequality: How Poor and Minority Students are Shortchanged on Teacher Quality. The Education Trust, June 2006.
6
NCES.
7
Access to AP Math; USED/OCR.
8
Earnings and Revenue: Levin, Henry. The Costs and Benefits of an Excellent Education for All of America’s Students. Columbia University, January 2007.
9
Numbers are rounded.
10
U.S. Census, American Community Survey (ACS), 2006.
11
ACS.
12
ACS.
13
National Survey of Children’s Health, Indicator 6.1. This report follows the practice of using the condition of health of White, non-Latinos as the baseline
from which to measure the health of all groups. This is the meaning of the “100%,” indicator. It does not mean that 100% of all White, non-Latinos are in
good health. If the health of White, non-Latinos in a state were, in general, to improve (or deteriorate), the percentage indicators for historically disadvantaged
groups would change proportionately.
14
Potential Civic Engagement is represented by national voting rates by educational attainment applied to adult educational attainment of the state. U.S. Cen-
sus Bureau. Voting and Registration in the Election of November 2004; American Community Survey, Educational Attainment Adult Population. 2004 Voting
Turnout Rate from United States Election Project: elections.gmu.edu/Voter_Turnout_2004.htm
15
Bureau of Justice Statistics, Special Report: Education and Correctional Populations, January 2003.
ALASKA
LOW PROFICIENCY AND HIGH ACCESS
Opportunity to Learn Index Score: 93% (2nd)

Percentage of Students at National Proficient Level or Above: 27% (35th)

Native American/Alaska Native 92%
Black 93%
Latino 106%
Poverty (FARL)2 70%
Alaska’s Black, Latino and Native American students, taken together, have nearly the same opportunity to learn
as the state’s White, non-Latino students. A low-income student has 70 percent of the opportunity to learn of the
average White, non-Latino student. But Alaska ranks 27th among the states when the Opportunity to Learn of
the state’s historically disadvantaged students is combined with a measure of educational quality.3
Resource Equity
Resource Ranks
Access to High Quality Early Childhood Education4 No Program
Access to Highly Qualified Teachers5 3rd
Access to College Preparatory Curriculum7 23rd
Key Research Findings: Alaska is one of a group of states with comparatively average graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively high funding for instruction.
Alaska Students in
30%
23% 24%
23%
22%
21% 21%
15% 16%
8%
0%
Latino White Asian American* Black Native American FARL
students in Alaska to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time.
Alaska Students in
30%
25%
23%
20%
15% 16% 16%

15%
14%
8%
0%
Native American Black Latino FARL White Asian American *

Native American/Alaska Native students 170%



Employment11

Income12

Health Risk13
Latino 24%

Incarceration15
1
Enrollments (2005/6): Native American (35,393), Asian American (9,245), Black, non-Latino (6,151), Latino (5,648), White, non-Latino (76,851), FARL
(41,872).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty: Native American (32%), Asian American
(20%), Black, non-Latino (N/A), Latino (24%), White, non-Latino (9%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
ARIZONA
LOW PROFICIENCY AND LOW ACCESS
Opportunity Learn Index Score: 51% (27th)

Percentage of Students at National Proficient Level or Above: 24% (42nd)

Native American 43%
Black 69%
Latino 51%
Poverty (FARL)2 41%
Arizona ranks 47th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Arizona’s Black, Latino and Native American
students, taken together, have approximately half of the opportunity to attend the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has less than half the
opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Arizona is one of a group of states with comparatively high graduation rates, an average percentage
of students from disadvantaged groups and comparatively low funding for instruction.
Arizona Students in
55%
51%
46%
41%
32%
28%
24%
20% 19%
14%
0%
Asian American* White Black Latino Native American FARL
students in Arizona to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Low-income students are twice as likely to find
themselves in such low-performing schools than are White, non-Latino students.
Arkansas Students in
40%
35%
30%
27%
20%
19%
17%
15%
10%
7%
0%




Employment11

Income12
Health Risk13
Latino 32%

Incarceration15
Latino -48%
1
Enrollments (2005/6): Native American (2,574), Asian American (25,030), Black, non-Latino (305,567), Latino (43,414), White, non-Latino (1,414,434),
FARL (597,517).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the state’s percentage of children living in poverty: Native American (36%),
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
ARKANSAS


Native American 107%
Black 44%
Latino 87%
Poverty (FARL)2 78%
Arkansas ranks 48th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Arkansas’s Black, Latino and Native American
students, taken together, have approximately half of the opportunity to learn than the state’s White, non-Latino
students. A low-income student has just over three-quarters of the opportunity to learn of the average White,
non-Latino student.
Resource Equity
Resource Ranks
Access to Highly Qualified Teachers5 1st
Access to Instructional Materials6 33rd
Access to College Preparatory Curriculum7 1st
Key Research Findings: Arkansas is one of a group of states with comparatively average graduation rates, average percentage
of students from disadvantaged groups and average funding for instruction.
40%
30%
27% 26%
20% 22%
20% 20%
10% 11%
0%
Native American White Latino Asian American* FARL Black
Black, Latino and low-income students are more likely than White, non-Latino students in Arkansas to
be disadvantaged by attending schools where they have little chance of becoming proficient in basic skills
and graduating on time. Black students are more than twice as likely and Latino and low-income students
are nearly twice as likely to find themselves in such low-performing schools than are White, non-Latino
students.
40%
35%
30%
27%
20%
19%
17%
15%
10%
7%
0%
Black FARL Latino Native American White Asian American*




Employment11

Income12

Health Risk13
Latino 49%

Incarceration15
1
Enrollments (2005/6):Native American (3,089), Asian American (6,558), Black, non-Latino (109,144), Latino (32,132), White, non-Latino (323,283),
FARL (250,641).
2
(12%), Black, non-Latino (43%), Latino (35%), White, non-Latino (19%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
CALIFORNIA
COMBINED NATIONAL OPPORTUNITY LEARN/PROFICIENCY STATE RANK: 40th


Native American 68%
Black 52%
Latino 54%
Poverty (FARL)2 43%
California ranks 37th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 California’s Black, Latino and Native American
students, taken together, have approximately half of the opportunity to learn than the state’s White, non-Latino
students. A low-income student has less than half of the opportunity to learn of the average White, non-Latino
student.
Resource Equity
Resource Ranks
Access to High Quality Early Childhood Education4 23rd
Key Research Findings: California is one of a group of states with average graduation rates, average percentage of students
from disadvantaged groups and average funding for instruction.
California Students in
45%
41%
34% 36%
23% 25%
19% 19%
16%
11%
0%
Asian American * White Native American Black Latino FARL
students in California to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black, Latino and low-income students are
three times as likely to find themselves in such low-performing schools than are White, non-Latino
students.
California Students in
35%
31%
30%
26% 28%
18%
18%
16%
9%
8%
0%
FARL Black Latino Native American Asian American* White

Because of Inequity: $9.1 billion9
State Annual Total Lifetime Health Loss $1.8 billion
State Annual Crime-Related Loss $1.2 billion
State Tax Losses (Lifetime) $6.2 billion
Annual Lost Lifetime Earnings $13 billion

Net Annual Potential Revenue Increase from Equity $5.6 billion


Employment11

Income12
Health Risk13
Latino 42%

Incarceration15
Latino -31%
1
Enrollments (2005/6):Native American (50,758), Asian American (723,097), Black, non-Latino (494,957), Latino (3,003,521), White, non-Latino
(1,915,449), FARL (3,063,776).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty:Native American (23%), Asian American (11%),
Black, non-Latino (28%), Latino (25%), White, non-Latino (16%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
COLORADO
MODERATE PROFICIENCY AND LOW ACCESS


Native American 82%
Black 44%
Latino 43%
Poverty (FARL)2 45%
Colorado ranks 17th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Colorado’s Black, Latino and Native American
students, taken together, have less than half the opportunity to learn than the state’s White, non-Latino students.
A low-income student also has less than half the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Access to High Quality Early Childhood Education4 32nd
Key Research Findings: Colorado is one of a group of states with comparatively high graduation rates, an average percentage
Colorado Students in
40%
34%
30% 32%
28%
20%
15% 15% 15%

10%
0%
White Asian American* Native American Black Latino FARL
students in Colorado to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black students are nearly four times and
Latino and low-income students are twice as likely to find themselves in such low-performing schools
than are White, non-Latino students.
Colorado Students in
55%
53%
41%
41%
39%
28%
24%
22%
14%
14%
0%
Black Latino FARL Native American Asian American* White

Annual Lost Lifetime Earnings $1.1 billion



Employment11

Income12
Health Risk13
Latino 38%

Incarceration15
Latino -52%
1
Enrollments (2005/6):Native American (9,173), Asian American (25,444), Black, non-Latino (46,444), Latino (211,171), White, non-Latino (487,594),
FARL (258,264).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty: Native American (28%), Asian American (14%),
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
CONNECTICUT


Native American 92%
Black 33%
Latino 30%
Poverty (FARL)2 30%

Connecticut’s Black, Latino and Native American students, combined, have less than a third of the opportunity to
attend the state’s best-supported, best-performing schools than the state’s White, non-Latino students.3 A low-
income student also has less than a third of the opportunity to learn of an average White, non-Latino student. But
Connecticut ranks 11th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.
Resource Equity
Resource Ranks
Key Research Findings: Connecticut is one of a group of states with average to high graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively high funding for instruction. Connecticut
schools with greater percentages of teachers with Masters or higher degrees have more students scoring at the Proficient or
Advanced level on Reading and Mathematics assessments. This effect is enhanced for Reading scores by smaller class sizes
Connecticut Students in
70%
63%
58%
53%
52%
35%
18%
16% 15%
13%
0%
White Asian American* Native American Latino FARL Black
Native American, Asian American, Black, Latino and low-income students are more likely than White,
non-Latino students in Connecticut to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. Black, Latino and low-income
students are four times as likely to find themselves in these schools than are White, non-Latino students.
Connecticut Students in
55%
46%
41% 43% 42%
28%
21%
14%
17%
11%
0%




Employment11

Income12
Health Risk13
Latino 31%

Incarceration15
Latino -70%
1
(41,872).
2
3
4
5
6
NCES.
7
8
Although 18th in access for 4-year-olds, the state is 3rd in Early Childhood Education spending.
9
10
11
ACS.
12
ACS.
13
14
15
DELAWARE


Native American 99%
Black 74%
Latino 66%
Poverty (FARL)2 69%
Delaware ranks 25th among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Delaware’s Black, Latino and Native American
students, taken together, have less than three-quarters of the opportunity to attend the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has less than 70percent
of the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Delaware is one of a group of states with comparatively low graduation rates, an average percentage
of students from disadvantaged groups and comparatively high funding for instruction.
Delaware Students in
35%
29% 29% 29%

26%
22%
20%
18% 19%
9%
0%
Asian American* Native American White Black FARL Latino
Black, Latino and low-income students are more likely than White, non-Latino students in Delaware
to be disadvantaged by attending schools where they have little chance of becoming proficient in
basic skills and graduating on time. Black, Latino and low-income students are twice as likely to find
themselves in such low-performing schools than are White, non-Latino students.
Delaware Students in
35%
30%
26%
26% 26%
21%
18%
15%
9% 10%
0%
Latino Black FARL Asian American* White Native American




Employment11

Income12
Health Risk13
Latino 41%

Incarceration15
Latino -26%
1
Enrollments (2005/6):Native American (408), Asian American (3,442), Black, non-Latino (39,345), Latino (11,100), White, non-Latino (66,642), FARL
(43,682).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty:Native American (need number%), Asian Ameri-
can (7%), Black, non-Latino (29%), Latino (26%), White, non-Latino (10%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
DISTRICT OF COLUMBIA
COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 51st

Percentage of Students at National Proficient Level or Above: 12% (51st)

Native American 25%
Black 28%
Latino 48%
Poverty (FARL)2 30%

The District of Columbia ranks 51st when the Opportunity to Learn of disadvantaged students is combined with
a measure of educational quality. 3 The District of Columbia’s Black, Latino and Native American students, taken
together, have less than 30percent of the opportunity to attend the state’s best-supported, best-performing schools
than the District’s White, non-Latino students. A low-income student has 30percent of the opportunity to learn
of the average White, non-Latino student.
Resource Equity
Resource Ranks
Access to Highly Qualified Teachers5 2nd
Key Research Findings: The District of Columbia is one of a group of with comparatively low graduation rates, an average
percentage of students from disadvantaged groups and comparatively high funding for instruction.
District of Columbia Students in

70%
64%
58%
53%
35%
28%
18%
17% 16%
14%
0%
Asian American* White Latino FARL Black Native American
Native American, Black, Latino and low-income students are more likely than White, non-Latino students
in the District of Columbia to be disadvantaged by attending schools other than those where they have a
good chance of becoming proficient in basic skills and graduating on time.Native American, Black, Latino
and low-income students are twice as likely to find themselves in such low-performing schools than are
White, non-Latino students
District of Columbia Students in
90%
86% 84% 83%
68% 72%
45%
42%
36%
23%
0%
Native American Black FARL Latino White Asian American*




Employment11

Income12

Health Risk13
Latino 45%

Incarceration15
1
Enrollments (2005/6):Native American (79), Asian American (1,104), Black, non-Latino (64,073), Latino (8,136), White, non-Latino (3,484), FARL
(41,050).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty:Native American (need number%), Asian
American (need number%), Black, non-Latino (42%), Latino (27%), White, non-Latino (6%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
FLORIDA
LOW PROFICIENCY AND HIGH OPPORTUNITY
Opportunity to Learn Index Score: 57% (21st)


Native American 89%
Black 50%
Latino 65%
Poverty (FARL)2 57%

Florida ranks 31st among the states when the Opportunity to Learn of the state’s historically disadvantaged
students is combined with a measure of educational quality.3 Florida’s Black, Latino and Native American
performing schools than the state’s White, non-Latino students. A low-income student has less than 60percent of
the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Florida is one of a group of states with comparatively low graduation rates, a comparatively high
percentage of students from disadvantaged groups and comparatively low funding for instruction.
Florida Students in
40%
36%
33% 32%
30%
23%
20%
20%
18%
10%
0%
students in Florida to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Black, Latino and low-income students are more than
twice as likely to find themselves in such low-performing schools than are White, non-Latino students.
Florida Students in
25%
19% 20%
17% 17%
13%
12%
11%
8%
6%
0%
Black FARL Latino Native American Asian American* White

Because of Inequity: $2 billion9



Employment11

Income12

Health Risk13
Latino 23%

Incarceration15
1
Enrollments (2005/6):Native American (7,927), Asian American (59,594), Black, non-Latino (640,462), Latino (639,035), White, non-Latino (1,328,006),
FARL (1,224,228).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty:Native American (18%), Asian American (7%),
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
GEORGIA


Native American 87%
Black 54%
Latino 69%
Poverty (FARL)2 50%

Georgia ranks 36th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Georgia’s Black, Latino and Native American students, taken
together, have less than 60 percent of the opportunity to attend the state’s best-supported, best-performing schools
than the state’s White, non-Latino students. A low-income student has half the opportunity to learn of the
average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Georgia is one of a group of states with comparatively low graduation rates, an average percentage
Georgia Students in
50%
45%
38%
35%
31%
25%
24%
19% 18%
13%
0%
Asian American * White Native American Latino Black FARL
students in Georgia to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Black and low-income students are more than twice
as likely to find themselves in such schools than are White, non-Latino students.
Georgia Students in
35%
31%
30% 30%
26%
27%
21%
18%
13%
9%
0%
Black FARL Latino Asian American* Native American White




Employment11

Income12

Health Risk13
Latino 41%

Incarceration15
1
Enrollments (2005/6): Native American (2,339), Asian American (43,810), Black, non-Latino (611,723), Latino (135,010), White, non-Latino (766,496),
FARL (795,394).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
HAWAII
COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 33rd


Native American 98%
Asian American/Pacific Islander 78%
Black 56%
Latino 83%
Poverty (FARL)2 70%
Hawaii’s Black, Latino and Native American students, taken together, have less than 80 percent of the opportunity
to attend the state’s best-supported, best-performing schools than the state’s White, non-Latino students.3 The
state’s majority Asian American/Pacific Islander students also have less than 80 percent of the opportunity to
attend the state’s best-supported, best-performing schools than the state’s White, non-Latino students. A low-
income student has 70 percent of the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Hawaii is one of a group of states with comparatively low graduation rates, an average percentage
Hawaii Students in
30%
26%
25%
23%
21%
20%
18%
15%
15%
8%
0%
White Native American Latino Asian American* FARL Black
Asian American, Black and low-income students are more likely than White, non-Latino students in
Hawaii to be disadvantaged by attending schools where they have little chance of becoming proficient
in basic skills and graduating on time. Asian American/Pacific Islander, Black students and low-income
students are more likely to find themselves in such schools than are White, non-Latino students.
Hawaii Students in
35%
32%
29%
26%
26%
21%
18% 19% 19%
9%
0%
FARL Black Asian American* White Latino Native American

Asian American/Pacific Islander students 120%
Latino students 90%
State Annual Crime-Related Loss $1.5 million



Employment11

Income12

Health Risk13
Latino 17%

Incarceration15
1
Enrollments (2005/6): Native American (1,085), Asian American/Pacific Islander (133,133), Black, non-Latino (4,323), Latino (8,163), White, non-Latino
(36,114), FARL (74,926).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty: Native American (need number%), Asian
American (7%), Black, non-Latino (2%), Latino (12%), White, non-Latino (12%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
IDAHO
MODERATE PROFICIENCY AND HIGH ACCESS


Black 107%
Latino 78%
Poverty (FARL)2 85%
Idaho ranks 7th among the states when the Opportunity to Learn of the state’s disadvantaged students is combined
with a measure of educational quality.3 Idaho’s Black, Latino and Native American students, taken together, have
approximately 80 percent of the opportunity to attend the state’s best-supported, best-performing schools than
the state’s White, non-Latino students. A low-income student has less opportunity to learn than the average
White, non-Latino student.
Resource Equity
Resource Ranks
Access to College Preparatory Curriculum7 22nd
Key Research Findings Idaho is one of a group of states with comparatively high graduation rates, an average percentage
Idaho Students in
30%
27% 27%
26%
23% 24%
22%
20%
15%
8%
0%
Black Native American White FARL Asian American* Latino
Native American, Asian American, Black and Latino students are more likely than White, non-Latino
students in Idaho to be disadvantaged by attending schools where they have little chance of becoming
Idaho Students in
35%
31%
30%
28%
26%
27%
22%
21%
18%
9%
0%
Latino Black Native American Asian American * FARL White

State Annual Total Lifetime Health Loss $9.6 million



Employment11

Income12
Health Risk13
Latino 39%

Incarceration15
Latino -65%
1
(99,093).
2
Asian American (need number%), Black, non-Latino (need number%), Latino (29%), White, non-Latino (15%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
ILLINOIS
Opportunity to Learn Score: 37% (38th)


Native American 61%
Black 33%
Latino 43%
Poverty (FARL)2 32%
Illinois ranks 45th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Illinois’s Black, Latino and Native American students, taken
together, have less than 40 percent of the opportunity to attend the state’s best-supported, best-performing schools
than the state’s White, non-Latino students. A low-income student has less than a third of the opportunity to
learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Illinois is one of a group of states with average graduation rates, average percentage of students from disadvantaged groups
and average funding for instruction. In these states, schools with greater percentages of teachers with Masters or higher degrees have more students
scoring at the Proficient or Advanced level on Mathematics assessments. This effect is enhanced for Black students and low-income student by
smaller class sizes. These expert teachers are concentrated in the higher performing schools and are less likely to be found in the lowest quartile of
schools, where most of the students are from disadvantaged groups.
Illinois Students in
50%
45%
38% 40%
25%
25%
17%
13%
13% 13%
0%
Asian American* White Native American Latino Black FARL
non-Latino students in Illinois to be disadvantaged by attending schools where they have little chance
of becoming proficient in basic skills and graduating on time. Black students are more than five times
and Latino students and low-income students are more than four times as likely to find themselves in
such schools than are White, non-Latino students.
Illinois Students in
60%
52%
45%
46%
42%
30%
15%
15%
13%
10%
0%




Employment11

Income12

Health Risk13
Latino 39%

Incarceration15
1
FARL (785,715).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
INDIANA


Native American 89%
Black 56%
Latino 70%
Poverty (FARL)2 65%

Indiana ranks 28th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Indiana’s Black, Latino and Native American students, taken
together, have just over 60 percent of the opportunity to attend the state’s best-supported, best-performing schools
than the state’s White, non-Latino students. A low-income student has less than 70 percent of the opportunity to
Resource Equity
Resource Ranks
Access to Instructional Materials6 21st
Key Research Findings: Indiana is one of a group of states with comparatively low graduation rates, an average percentage
Indiana Students in
40%
38%
33%
30%
29%
23%
20% 21%
18%
10%
0%
Asian American* White Native American Latino FARL Black
students in Alaska to be disadvantaged by attending schools where they have little chance of becoming
Indiana Students in
50%
45%
38%
38%
34%
25%
26%
18% 17%
13%
0%
Black Latino FARL Native American Asian American * White




Employment11

Income12

Health Risk13
Latino 63%

Incarceration15
1
FARL (373,433).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
IOWA
Opportunity to Learn Index: 39% (35th)


Native American 67%
Black 33%
Latino 42%
Poverty (FARL)2 76%
Iowa ranks 10th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 However, Iowa’s very few Black, Latino and Native American
performing schools than the state’s White, non-Latino students. A low-income student has less than 80 percent
of the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Iowa is one of a group of states with comparatively high graduation rates, a comparatively low percentage of
students from disadvantaged groups and comparatively low funding for instruction. High-performing schools in states of this type
tend to have greater percentages of more experienced teachers who are particularly effective when they have smaller class sizes, while
their low-performing schools have lesser percentages of highly qualified teachers.
Iowa Students in
30%
25%
23%
19% 19%
18%
15%
10%
8%
8%
0%
White FARL Native American Asian American * Latino Black
students in Iowa to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Black students are more than twice as likely to find
themselves in such schools than are White, non-Latino students.
Iowa Students in
70%
62%
53%
46%
42%
35% 37%
34%
25%
18%
0%
Black Asian American * Latino FARL Native American White




Employment11

Income12
Health Risk13
Latino 55%

Incarceration15
Latino -28%
1
(154,416).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty: Native American (need number%), Asian
American (15%), Black, non-Latino (39%), Latino (32%), White, non-Latino (12%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
KANSAS
Opportunity to Learn Index Score: 33% (43rd)


Native American 65%
Black 27%
Latino 34%
Poverty (FARL)2 52%
Kansas ranks 20th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Kansas’s Native American, Black, Latino and low-income
students, taken together, have one-third of the opportunity to attend the state’s best-supported, best-performing
schools than the state’s White, non-Latino students. A low-income student has slightly more than half the
Resource Equity
Resource Ranks
used in this report are high quality early childhood education, highly effective teachers, well-funded instructional
materials and a college preparatory curriculum. All students must have equitable access to key educational
resources if they are to have equitable opportunities for success.
Key Research Findings: Kansas is one of a group of states with comparatively high graduation rates, an average percentage
Kansas Students in
30%
26%
23%
15%
17% 17%
14%
8% 9%
7%
0%
White Asian American* Native American FARL Latino Black
students in Kansas to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Black students are three times and Asian American
students*, Latino students and low-income students are twice as likely or more to find themselves in
Kansas Students in
70%
62%
53%
51%
40% 40%
35%
27%
18% 20%
0%
Black Latino Asian American* FARL Native American White




Employment11

Income12

Health Risk13
Latino 58%

Incarceration15
1
FARL (180,919).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
KENTUCKY


Native American 92%
Black 93%
Latino 106%
Poverty (FARL)2 70%
Kentucky ranks 30th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Kentucky’s Black, Latino and Native American students,
taken together, have less than two-thirds of the opportunity to attend the state’s best-supported, best-performing
schools than the state’s White, non-Latino students. A low-income student has 70 percent of the opportunity to
Resource Equity
Resource Ranks
Access to Instructional Materials6 42nd
Key Research Findings: Kentucky is one of a group of states with average graduation rates, average percentage of students
from disadvantaged groups and average funding for instruction.
Kentucky Students in
35%
30%
26%
26%
20%
18%
18%
17%
16%
9%
0%
students in Kentucky to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black students are twice as likely to find
themselves in such schools than are White, non-Latino students.
Kentucky Students in
40%
34%
30%
25%
20% 21% 20%
17%
14%
10%
0%
Black FARL Native American Latino White Asian American *




Employment11

Income12

Health Risk13
Latino 50%

Incarceration15
1
(336,287).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
LOUISIANA


Native American 53%
Black 101%
Latino 112%
Poverty (FARL)2 96%
Although Louisiana’s students, except Native American students, have approximately equal opportunities to
attend the state’s best-supported, best-performing public schools, Louisiana ranks 33rd among the states when
the Opportunity to Learn of the state’s disadvantaged students is combined with a measure of educational quality.3
Resource Equity
Resource Ranks
Key Research Findings: Louisiana is one of a group of states with comparatively low graduation rates, a comparatively
high percentage of students from disadvantaged groups and comparatively low funding for instruction.
Louisiana Students in
40%
36%
30%
29%
26% 25% 24%
20%
14%
10%
0%
Asian American * Latino Black White FARL Native American
students in Louisiana to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black students and low-income students
are twice as likely to find themselves in such schools than are White, non-Latino students.
Louisiana Students in
30%
25%
23%
22%
19%
15%
12%
11% 11%
8%
0%




Employment11

Income12

Health Risk13
Latino 88%

Incarceration15
1
FARL (400,596).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MAINE
COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 2nd


Native American 92%
Black 93%
Latino 106%
Poverty (FARL)2 70%
Maine ranks 2nd among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. Nonetheless, Maine’s very few Black, Latino and Native American
students, taken together, have less than 70 percent of the opportunity to learn in the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has nearly 90 percent of
the opportunity to learn of the average White, non-Latino student.3
Resource Equity
Resource Ranks
Access to High Quality Early Childhood Education4 31st
Key Research Findings: Maine is one of a group of states with comparatively high graduation rates, a comparatively low
percentage of students from disadvantaged groups and comparatively high funding for instruction. Well-resourced, high-
performing schools in states of this type have higher percentages of experienced teachers than others.
Maine Students in
30%
28%
26% 26%
25%
23%
21%
15% 16%
8%
0%
White Asian American* Latino FARL Native American Black
Native American and low-income students are more likely than average White, non-Latino students in
Maine to be disadvantaged by attending schools where they have little chance of becoming proficient
in basic skills and graduating on time.
Maine Students in
40%
34%
30%
23%
20%
18%
15%
10% 11% 11%
0%
Native American FARL White Latino Asian American * Black

Latino students 80%
Because of Inequity: $3.3 million9
State Annual Total Lifetime Health Loss $644,000
State Annual Crime-Related Loss $423,000
State Tax Losses (Lifetime) $2.2 million
Annual Lost Lifetime Earnings $4.6 million



Employment11

Income12

Health Risk13
Latino 112%

Incarceration15
1
Total state enrollments (2005/6): Native American (1,057), Asian American (2,686), Black, non-Latino (3,964), Latino (1,846), White, non-Latino
(185,945), FARL (65,993).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MARYLAND


Native American 58%
Black 33%
Latino 66%
Poverty (FARL)2 39%

Maryland ranks 18th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. Maryland’s Black, Latino and Native American students, taken
together, have less than 40 percent of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students. A low-income student also has less than 40 percent of the
opportunity to learn of the average White, non-Latino student.3
Resource Equity
Resource Ranks
Key Research Findings: Maryland is one of a group of states with average graduation rates, average percentages of students
from disadvantaged groups and comparatively high levels of funding for instruction.
Maryland Students in
55%
48%
41%
39%
28%
25%
23%
14%
15%
13%
0%
Asian American* White Latino Native American FARL Black
students in Maryland to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black and low-income students are four
times as likely to find themselves in such schools than are White, non-Latino students.
Maryland Students in
36%
33%
31%
27%
27%
23%
18%
9% 10%
8%
0%




Employment11

Income12
Health Risk13
Latino 68%

Incarceration15
Latino -12%
1
(417,996), FARL (272,069).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MASSACHUSETTS
COMBINED NATIONAL OPPORTUNITY TO LEARN / PROFICIENCY STATE RANK: 12th

Percentage of Students at National Proficient Level or Above: 43% (1st)

Native American 55%
Black 32%
Latino 24%
Poverty (FARL)2 25%
Massachusetts ranks 12th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. Nonetheless, Massachusetts’s Black, Latino and Native American
performing schools than the state’s White, non-Latino students. A low-income student has a quarter of the
opportunity to learn of the average White, non-Latino student.3
Resource Equity
Resource Ranks
Key Research Findings: Massachusetts is one of a group of states with an average to high graduation rate, a comparatively low percentage of
students from disadvantaged groups and comparatively high funding for instruction. Schools in the state with higher percentage of highly qualified
teachers tend to have higher graduation rates and better achievement measures. As needs increase, the percentage of highly qualified teachers matters
more. In the state’s best performing schools, highly qualified teachers and smaller class sizes are particularly important for low-income students.
Massachusetts Students in
40%
34%
30%
30%
20%
18%
10% 11%
9% 8%
0%
White Asian American* Native American Black FARL Latino
non-Latino students in Massachusetts to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. Black and Latino students are
approximately four times, low-income students are over three times, and Asian American students* are
twice as likely to find themselves in such schools than are White, non-Latino students.
Massachusetts Students in
60%
56%
52%
45% 47%
30%
30%
23%
15%
14%
0%
Latino Black FARL Asian American* Native American White




Employment11

Income12
Health Risk13
Latino 64%

Incarceration15
Latino -62%
1
FARL (274,515).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MICHIGAN


Native American 61%
Black 20%
Latino 43%
Poverty (FARL)2 47%
Michigan ranks 46th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. Michigan’s Black, Latino and Native American students, taken
together, have a quarter of the opportunity to learn in the state’s best-supported, best-performing schools than the
state’s White, non-Latino students. A low-income student has less than half of the opportunity to learn of the
average White, non-Latino student.3
Resource Equity
Resource Ranks
Key Research Findings: Michigan is one of a group of states with comparatively low graduation rates, a comparatively
high percentage of students from disadvantaged groups and comparatively low funding for instruction.
Michigan Students in
40%
39%
34%
30%
20% 21%
16% 15%
10%
7%
0%
students in Michigan to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black students are nearly five times more
likely and Latino students and low-income students are three times as likely to find themselves in such
schools than are White, non-Latino students.
Michigan Students in
70%
62%
53%
41% 40%
35%
21%
18%
19%
13%
0%




Employment11

Income12

Health Risk13
Latino 69%

Incarceration15
1
Total state enrollments (2005/6) Native American (16,675), Asian American (42,071), Black, non-Latino (352,734), Latino (75,786), White, non-Latino
(1,246,293), FARL (609,951).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MINNESOTA


Native American 43%
Black 53%
Latino 69%
Poverty (FARL)2 64%
Minnesota ranks 4th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. Nonetheless, Minnesota’s Black, Latino and Native American
students, taken together, have less than 60 percent of the opportunity to learn in the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has less than 70 percent
of the opportunity to learn of the average White, non-Latino student.3
Resource Equity
Resource Ranks
Key Research Findings: Minnesota is one of a group of states with comparatively high graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively high funding for instruction. Well-resourced,
high-performing schools in states of this type have higher percentages of experienced teachers than others.
Minnesota Students in
35%
31%
26%
22%
21%
20%
18%
17%
13%
9%
0%
White Latino Asian American* FARL Black Native American
Native American, Asian American, Black, Latino and low-income students are more likely than
White, non-Latino students in Minnesota to be disadvantaged by attending schools where they have
little chance of becoming proficient in basic skills and graduating on time. Native American, Asian
American and Black students are three times or more as likely and Latino students and low-income
students are twice as likely to find themselves in such schools as are White, non-Latino students.
Minnesota Students in
50%
44%
38%
38%
36%
31%
25%
28%
13%
13%
0%
Black Native American Asian American* FARL Latino White




Employment11

Income12

Health Risk13
Latino 72%

Incarceration15
1
(656,984), FARL (253,938).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MISSISSIPPI


Native American 59%
Asian American/Pacific Islander 72%
Black 58%
Latino 78%
Poverty (FARL)2 72%
Mississippi ranks 39th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Mississippi’s Black, Latino and Native American students,
taken together, have less than 60 percent of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students. A low-income student has approximately 70 percent of the
Resource Equity
Resource Ranks
Key Research Findings: Mississippi is one of a group of states with comparatively low graduation rates, a high percentage
Mississippi Students in
35%
30%
26%
23%
21% 21%
18%
18%
17%
9%
0%
White Latino Asian American* FARL Native American Black
Black, Latino and low-income students are more likely than White, non-Latino students in Mississippi
to be disadvantaged by attending schools where they have little chance of becoming proficient in basic
skills and graduating on time. Black students are twice as likely to find themselves in such schools as
are White, non-Latino students.
Mississippi Students in
35%
32%
26%
26%
24%
18%
15% 15%
14%
9%
0%
Black FARL Latino Native American White Asian American*




Employment11

Income12

Health Risk13
Latino 76%

Incarceration15
1
Total state enrollments (2005/6): Native American (887), Asian American (3,884), Black, non-Latino (253,203), Latino (6,952), White, non-Latino
(230,028), FARL (344,107).
2
Students eligible for Free and Reduced Price Lunch. This measure is similar to the state’s percentage of children living in poverty: Native American (need
number%), Asian American (6%), Black, non-Latino (48%), Latino (24%), White, non-Latino (14%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MISSOURI


Native American 92%
Black 93%
Latino 106%
Poverty (FARL)2 70%
Missouri ranks 42nd among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 Missouri’s Black, Latino and Native American students, taken
together, have less than half of the opportunity to learn in the state’s best-supported, best-performing schools than
the state’s White, non-Latino students. A low-income student has less than 60 percent of the opportunity to learn
of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Missouri is one of a group of states with comparatively high graduation rates, an average percentage
Missouri Students in
45%
39%
34%
30%
23% 25%
17% 17%
11%
12%
0%
Native American, Asian American, Black, Latino and low-income students are more likely than
White, non-Latino students in Missouri to be disadvantaged by attending schools where they have
little chance of becoming proficient in basic skills and graduating on time. Black students are three
times as likely to find themselves in such schools as are White, non-Latino students.
Missouri Students in
70%
64%
53%
35% 38%
28%
23% 22%
18% 20%
0%
Black FARL Latino Asian American* Native American White




Employment11

Income12

Health Risk13
Latino 87%

Incarceration15
1
(703,315), FARL (358,428).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
MONTANA

Percentage of Students at National Proficient Level or Above: 39% (3rd)

Native American 21%
Black 54%
Latino 74%
Poverty (FARL)2 68%
Montana ranks 13th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 Nonetheless, Montana’s Black, Latino and Native American
students, taken together, have less than one-third of the opportunity to learn in the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has approximately 70
percent of the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Montana is one of a group of states with comparatively high graduation rates, a comparatively low percentage of students
from disadvantaged groups and comparatively low funding for instruction. High performing schools in states of this type tend to have greater
percentages of more experienced teachers who are particularly effective when they have smaller class sizes, while their low performing schools have
lesser percentages of highly qualified teachers.
Montana Students in
30%
25%
23% 24%
19%
15%
17%
14%
8%
5%
0%
White Asian American* Latino FARL Black Native American
Native American, Black and low-income students are more likely than White, non-Latino students
in Montana to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Native American students are three times as likely to
find themselves in such schools as are White, non-Latino students.
Montana Students in
70%
66%
53%
35% 38%
32%
28%
18%
22% 22%
0%
Native American FARL Black Asian American * Latino White




Employment11

Income12

Health Risk13
Latino 88%

Incarceration15
Black, non-Latino --
1
(122,546), FARL (50,172).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEBRASKA


Native American 66%
Black 24%
Latino 31%
Poverty (FARL)2 85%
Nebraska ranks 21st among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 Nebraska’s Black, Latino and Native American students, taken
together, have less than a third the opportunity to learn than the state’s White, non-Latino students. A low-
income student has less than 90 percent of the opportunity to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Nebraska is one of a group of states with comparatively high graduation rates, a comparatively low
Nebraska Students in
20%
17%
15%
15%
14%
10% 11%
5%
5%
4%
0%
White Asian American* FARL Native American Latino Black
students in Alabama to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black students are three times more likely
and Latino and Native American students are twice as likely to find themselves in such schools than
are White, non-Latino students.
Nebraska Students in
90%
80%
68%
56% 54%
45%
45%
34%
23%
28%
0%
Black Latino Native American FARL Asian American * White




Employment11

Income12
Health Risk13
Latino 59%

Incarceration15
Latino -34%
1
(99,387).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEVADA


Native American 91%
Black 57%
Latino 65%
Poverty (FARL)2 68%
Nevada ranks 49th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 Nevada’s Native American, Black and Latino students, taken
the state’s White, non-Latino students.
Resource Equity
Resource Ranks
Key Research Findings: Nevada is one of a group of states with comparatively low graduation rates, a high percentage of
students from disadvantaged groups and comparatively low funding for instruction.
Nevada Students in
35%
29%
26%
21%
18%
9%
11%
9%
6%
0%
Native American White Asian American* Latino Black
Asian American, Black and Latino students are more likely than White, non-Latino students in
Nevada to be disadvantaged by attending schools where they have little chance of becoming proficient
in basic skills and graduating on time. Black students are twice as likely to find themselves in such
schools as are White, non-Latino students.
Nevada Students in
60%
53%
45%
46%
37%
30%
26%
24%
15%
0%
Black Latino Asian American* White Native American

Low income students No data



Employment11

Income12

Health Risk13
Latino 57%

Incarceration15
1
FARL (170,437).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEW HAMPSHIRE


Black 65%
Latino 63%
Poverty (FARL)2 66%
New Hampshire ranks 2nd among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality. 3 Nonetheless, New Hampshire’s Native American, Black and
Latino students, taken together, have approximately two-thirds of the opportunity to learn in the state’s best-
supported, best-performing schools than the state’s White, non-Latino students, as do low-income students.
Resource Equity
Resource Ranks
Key Research Findings: New Hampshire is one of a group of states with comparatively high graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively high funding for instruction. Well-resourced,
high-performing schools in states of this type have higher percentages of experienced teachers than others.
New Hampshire Students in

30%
27%
25%
23% 24%
15% 16% 16%

15%
8%
0%
Native American Asian American* White Black FARL Latino
Native American, Asian American, Latino and low-income students are more likely than all White,
non-Latino students in New Hampshire to be disadvantaged by attending schools where they have
little chance of becoming proficient in basic skills and graduating on time.
New Hampshire Students in

30%
26%
23% 24%
22%
19%
15% 16% 16%
8%
0%
FARL Latino Native American Asian American* Black White


Net Annual Potential Revenue Increase from Equity $8.6 million


Employment11

Income12
Health Risk13
Black, non-Latino --%
Latino 69%

Increase Expected Attributable to Equitable Access --
Incarceration15
Latino -53%
1
Enrollments (2005/6): Native American (645), Asian American (3,965), Black, non-Latino (3,549), Latino (5,692), White, non-Latino (191,916), FARL
(35,087).
2
number%), Asian American (4%), Black, non-Latino (need number%), Latino (21%), White, non-Latino (9%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEW JERSEY


Native American 67%
Black 30%
Latino 39%
Poverty (FARL)2 33%
New Jersey ranks 14th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 New Jersey’s Native American, Black and Latino students, taken
together, have approximately one-third of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students, as do low-income students.
Resource Equity
Resource Ranks
Key Research Findings: New Jersey is one of a group of states with average graduation rates, a low percentage of students
from disadvantaged groups and comparatively high funding for instruction.
New Jersey Students in

45%
39%
34%
34%
23%
23%
11% 13%
11% 10%
0%
Asian American* White Native American Latino FARL Black
Native American, Black, Latino and low-income students are more likely than all White, non-Latino
students in New Jersey to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black, Latino and low-income students are
four times as likely to find themselves in such schools, than their White, non-Latino peers.
New Jersey Students in

60%
56%
53%
45% 48%
39%
30%
15%
13% 12%
0%
Black FARL Latino Native American Asian American * White




Employment11

Income12
47%
Further Increase with Bachelor’s Degree
Health Risk13
Latino 57%

Incarceration15
Decrease Expected Attributable to Equitable Access to Education -84%
1
FARL (373,946).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEW MEXICO


Native American 40%
Black 65%
Latino 75%
Poverty (FARL)2 59%
New Mexico ranks 34th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality. 3 New Mexico’s Native American, Black and Latino students,
taken together, have approximately two-thirds of the opportunity to learn in the state’s best-supported, best-
performing schools than the state’s White, non-Latino students, as do low-income students.
Resource Equity
Resource Ranks
Key Research Findings: New Mexico is one of a group of states with low graduation rates, a high percentage of students
from disadvantaged groups and comparatively low funding for instruction.
New Mexico Students in

25%
23%
19% 20%
15%
13%
13%
12%
8%
6%
0%
Asian American * White Latino Black FARL Native American
Native American, Black, Latino and low-income students are more likely than all White, non-Latino
students in New Mexico to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time.
New Mexico Students in

35%
29%
26%
27% 27%
23%
18%
16%
9% 10%
0%
Latino FARL Native American Black White Asian American *




Employment11

Income12
Health Risk13
Latino 68%

Incarceration15
Latino -38%
1
FARL (181,915).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NEW YORK


Native American 45%
Black 25%
Latino 25%
Poverty (FARL)2 54%
New York ranks 22nd among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 New York’s Black, Latino and Native American students, taken
together, have a quarter of the opportunity to learn in the state’s best-supported, best-performing schools than the
state’s White, non-Latino students. A low-income student has just over half of the opportunity to learn of the
Resource Equity
Resource Ranks
Key Research Findings: New York is one of a group of states with comparatively average graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively high funding for instruction.
New York Students in

40%
36%
30%
28%
20%
19%
16%
10%
9% 9%
0%
White Asian American * FARL Native American Black Latino
students in New York to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black and Latino students are five times as
likely to find themselves in such schools than are White, non-Latino students.
New York Students in

70%
66%
64%
53%
48%
35% 38%
26%
18%
12%
0%
Latino Black Asian American* Native American FARL White

State Annual Crime-Related Loss $1.2 billion



Employment11

Income12
Health Risk13
Latino 63%

Incarceration15
Latino -45%
1
Enrollments (2005/6): Native American (13,968), Asian American (195,425), Black, non-Latino (557,253), Latino (566,273), White, non-Latino
(1,482,662), FARL (1,260,933)
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NORTH CAROLINA


Native American 29%
Black 60%
Latino 71%
Poverty (FARL)2 60%
North Carolina ranks 31st among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality. 3 North Carolina’s Native American, Black and Latino students,
taken together, have less than two-thirds of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students, as do low-income students.
Resource Equity
Resource Ranks
Key Research Findings: North Carolina is one of a group of states with low graduation rates, a high percentage of students
North Carolina Students in

40%
34%
30% 32%
23%
20%
19% 19%
10%
9%
0%
Asian American* White Latino Black FARL Native American
Native American, Asian American, Black, Latino and low-income students are more likely than all
White, non-Latino students in North Carolina to be disadvantaged by attending schools where they
have little chance of becoming proficient in basic skills and graduating on time. The state’s Native
American students are particularly disadvantaged in this regard.
North Carolina Students in

80%
72%
60%
40%
33%
29%
20%
25%
17%
13%
0%
Native American Black FARL Latino Asian American * White




Employment11

Income12

Health Risk13
Latino 52%

Incarceration15
1
FARL (603,316).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
NORTH DAKOTA
MODERATE OPPORTUNITY AND LOW EQUITY


Native American 29%
Black 46%
Latino 66%
Poverty (FARL)2 104%

North Dakota ranks 23rd among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality. 3 North Dakota’s Native American, Black and Latino students,
taken together, have approximately one-third of the opportunity to learn in the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. The very small number of Asian American
students* are also disadvantaged in the state. Unusually, low-income students have approximately the same
opportunity to learn as do all White, non-Latino students, without regard to income.
Resource Equity
Resource Ranks

Key Research Findings: North Dakota is one of a group of states with comparatively high graduation rates, a comparatively low
percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing schools in states
of this type tend to have greater percentages of more experienced teachers who are particularly effective when they have smaller class
sizes, while their low performing schools have lesser percentages of highly qualified teachers.
North Dakota Students in

20%
18%
17%
15%
10% 11%
8%
5% 6%
5%
0%
FARL White Latino Black Asian American* Native American
Native American, Asian American, Black, and Latino students are more likely than all White, non-
Latino students in North Dakota to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. The state’s Native American
students are particularly disadvantaged in this regard.
North Dakota Students in

80%
72%
60%
40%
36%
33% 32%
29%
20% 23%
0%
Native American FARL Asian American* Latino Black White




Employment11

Income12

Health Risk13
Latino 98%

Incarceration15
Black, non-Latino --
1
Enrollments (2005/6): Native American (8,483), Asian American (931), Black, non-Latino (1,523), Latino (1,673), White, non-Latino (85,673), FARL
(29,064).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
OHIO


Native American 67%
Black 21%
Latino 62%
Poverty (FARL)2 58%
Ohio ranks 15th among the states when the Opportunity to Learn of the state’s disadvantaged students is combined
with a measure of educational quality. Ohio’s Native American, Black and Latino students, taken together, have
approximately one-quarter of the opportunity to learn in the state’s best-supported, best-performing schools than
the state’s White, non-Latino students. Low-income students have less than two-thirds the opportunities to learn
as do all White, non-Latino students, without regard to income.
Resource Equity
Resource Ranks
Key Research Findings: Ohio is one of a group of states with average graduation rates, percentage of students from
disadvantaged groups and funding for instruction.
Ohio Students in
30%
27%
26%
23%
18%
17%
15% 16%
8%
6%
0%
Native American, Asian American, Black, Latino and low-income students are more likely than all
White, non-Latino students in Ohio to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. The state’s Black, non-Latino
students are four times more likely to be disadvantaged in this regard.
Ohio Students in
75%
69%
56%
51%
38%
42%
35%
26%
19%
17%
0%




Employment11

Income12
With High School Diploma
66%
Health Risk13
Latino 31%
Civic Engagement14 (National Election Participation) 2%

Incarceration15
Latino --
1
(41,872).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
OKLAHOMA


Black 45%
Latino 63%
Poverty (FARL)2 84%
Oklahoma ranks 35th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Oklahoma’s Native American, Black and Latino students, taken
together, have approximately 80 percent of the opportunity to learn in the state’s best-supported, best-performing
schools compared to the state’s White, non-Latino students. Black, non-Latino students have less than half and
Asian American and Latino students approximately two-thirds the opportunities to learn as do all White, non-
Latino students, without regard to income. Unusually, Native American students in Oklahoma have a better
opportunity to learn than all other groups.
Resource Equity
Resource Ranks
Key Research Findings: Oklahoma is one of a group of states with high graduation rates, average percentages of students
Oklahoma Students in
25%
19% 20%
19%
16%
13%
13%
12%
8%
6%
0%
Native American White FARL Asian American* Latino Black
Asian American, Black, Latino and low-income students are more likely than all White, non-Latino
students in Oklahoma to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. The state’s Black, non-Latino and Latino
students are twice as likely to be disadvantaged in this regard.
Oklahoma Students in
65%
58%
49%
48%
39%
33%
32%
25% 24%
16%
0%
Black Latino FARL Asian American* Native American White




Employment11

Income12
Health Risk13
Latino 35%

Incarceration15
Latino --%
1
FARL (346,070).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
OREGON


Native American 97%
Black 68%
Latino 97%
Poverty (FARL)2 42%
Oregon ranks 6th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality. 3 Oregon’s Native American, Black and Latino and students,
taken together, have nearly the same opportunity to attend the state’s best-supported, best-performing schools as
the state’s White, non-Latino students. A low-income student has less than half of the opportunity to learn of the
Resource Equity
Resource Ranks

Key Research Findings: Oregon is one of a group of states with comparatively high graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing
schools in states of this type tend to have greater percentages of more experienced teachers who are particularly effective
when they have smaller class sizes, while their low performing schools have lesser percentages of highly qualified teachers.
Oregon Students in
25%
21%
19%
19% 19% 19%
13%
13%
8%
6%
0%
Asian American* Latino Native American White Black FARL
non-Latino students in Oregon to be disadvantaged by attending schools where they have little chance
of becoming proficient in basic skills and graduating on time. Low-income students are over three
times as likely to find themselves in such schools than are White, non-Latino students.
Oregon Students in
65%
63%
49%
33%
29%
26%
23%
16% 19% 18%
0%
FARL Native American Black Latino Asian American* White




Employment11

Income12
Health Risk13
Latino 32%

Incarceration15
Latino --%
1
FARL (230,884).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
PENNSYLVANIA
COMBINED NATIONAL OPPORTUNITY LEARN/PROFICIENCY STATE RANK: 15th


Native American 88%
Black 28%
Latino 53%
Poverty (FARL)2 55%
Pennsylvania ranks 16th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Pennsylvania’s Native American, Black and Latino and
students, taken together, have just over one-third of the opportunity to attend the state’s best-supported, best-
performing schools than the state’s White, non-Latino students. A low-income student has approximately half of
the opportunity to learn of the average White, non-Latino student
Resource Equity
Resource Ranks
Key Research Findings: Pennsylvania is one of a group of states with an average graduation rate, a comparatively low
percentage of students from disadvantaged groups and a comparatively high level of funding for instruction.
Pennsylvania Students in
35%
33%
32%
29%
26%
18%
18%
17%
9%
9%
0%
White Asian American* Native American FARL Latino Black
non-Latino students in Pennsylvania to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. Black students are over four
times, Latino students over three times and Asian American and low-income students are twice or
more as likely to find themselves in such schools than are White, non-Latino students.
Pennsylvania Students in
70%
64%
53%
48%
42%
35%
30%
18%
22%
15%
0%
Black Latino FARL Asian American* Native American White




Employment11

Income12
Health Risk13
Latino 35%

Incarceration15
Latino -72%
1
FARL (574,951).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
RHODE ISLAND


Native American 89%
Black 45%
Latino 46%
Poverty (FARL)2 53%
Rhode Island ranks 43rd among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Rhode Island’s Native American, Black and Latino and
students, taken together, have less than half the opportunity to attend the state’s best-supported, best-performing
schools as the state’s White, non-Latino students. A low-income student has slightly more than half of the
Resource Equity
Resource Ranks
Key Research Findings: Rhode Island is one of a group of states with an average graduation rate, a comparatively low
percentage of students from disadvantaged groups and a comparatively high level of funding for instruction. Schools in
states of this type with greater percentages of teachers with Masters or higher degrees have more students scoring at the
Proficient or Advanced level on Reading and Mathematics assessments. This effect is enhanced for Reading scores by
smaller class sizes.
Rhode Island Students in

45%
41%
34%
33%
30%
23%
18%
15% 15%
11%
0%
Asian American* White Native American FARL Black Latino
non-Latino students in Rhode Island to be disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. Black and Latino students and
low-income students are three times as likely to find themselves in such schools than are White, non-
Latino students.
Rhode Island Students in
45%
40%
38%
34%
33%
23%
21% 21%
11%
12%
0%
Latino Black FARL Asian American* Native American White




Employment11

Income12
Health Risk13
Latino 32%

Incarceration15
Latino --%
1
Enrollments (2005/6): Native American (900), Asian American (4,733), Black, non-Latino (13,162), Latino (26,559), White, non-Latino (107,978), FARL
(53,521).
2
number%), Asian American (14%), Black, non-Latino (36%), Latino (36%), White, non-Latino (9%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
SOUTH CAROLINA


Black 55%
Latino 96%
Poverty (FARL)2 54%
South Carolina ranks 38th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 South Carolina’s Native American, Black and Latino and
students, taken together, have just over half the opportunity to attend the state’s best-supported, best-performing
schools as the state’s White, non-Latino students. A low-income student has slightly more than half of the
Resource Equity
Resource Ranks
Key Research Findings: South Carolina is one of a group of states with comparatively low graduation rates, a comparatively
schools in states of this type tend to have greater percentages of highly qualified teachers, while low performing schools have
South Carolina Students in

55%
48%
41%
39%
35% 34%
28%
19% 19%
14%
0%
Asian American* Native American White Latino Black FARL
students in South Carolina to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. Black and low-income students are twice
as likely to find themselves in such schools than are White, non-Latino students.
South Carolina Students in

40%
35%
30% 31%
20% 21%
18%
15%
10% 12%
0%




Employment11

Income12
Health Risk13
Latino 32%

Incarceration15
Latino --%
1
FARL (381,567).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
SOUTH DAKOTA
Opportunity to Learn Index Score: 40% (32rd)


Native American 24%
Black 86%
Latino 76%
Poverty (FARL)2 78%

South Dakota ranks 9th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Nonetheless, South Dakota’s Native American, Black and
Latino and students, taken together, have less than half the opportunity to attend the state’s best-supported,
best-performing schools as the state’s White, non-Latino students. A low-income student has slightly more than
three-quarters of the opportunity to learn of the average White, non-Latino student. The state’s Native American
students are particularly disadvantaged.
Resource Equity
Resource Ranks
Key Research Findings: South Dakota is one of a group of states with comparatively high graduation rates, a comparatively
low percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing
South Dakota Students in

30%
23% 24% 24%

21%
19%
18%
15%
8%
6%
0%
Asian American* White Black FARL Latino Native American
Native American students are three times more likely than White, non-Latino students in South
Dakota to be disadvantaged by attending schools where they have little chance of becoming proficient
in basic skills and graduating on time. Low-income students are also less likely to find themselves in
South Dakota Students in

65%
59%
49%
33%
28%
16% 18% 18% 17%

12%
0%
Native American FARL Latino White Asian American* Black




Employment11

Income12
Health Risk13
Latino 29%

Incarceration15
Latino --%
1
(39,059).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
TENNESSEE


Native American 93%
Black 53%
Latino 64%
Poverty (FARL)2 No data
Tennessee ranks 37th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 Tennessee’s Native American, Asian American, Black and
Latino and students, taken together, have slight more than half the opportunity to attend the state’s best-supported,
best-performing schools as the state’s White, non-Latino students.
Resource Equity
Resource Ranks
Key Research Findings: Tennessee is one of a group of states with comparatively average graduation rates, percentage of
students from disadvantaged groups and funding for instruction.
Tennessee Students in
35%
29%
26%
27%
25%
18%
18%
15%
9%
0%
White Native American Asian American* Latino Black
Native American, Asian American, Black and Latino students are more likely than White, non-
Latino students in Tennessee to be disadvantaged by attending schools where they have little chance
of becoming proficient in basic skills and graduating on time. Black students are more than twice as
likely to find themselves in such schools than are White, non-Latino students.
Tennessee Students in
35%
29%
26%
27%
25%
18%
18%
15%
9%
0%
White Native American Asian American* Latino Black

Low income students No data



Employment11

Income12
Health Risk13
Latino 32%

Incarceration15
Latino --%
1
Enrollments (2005/6): Native American (1,730), Asian American (13,541), Black, non-Latino (239,422), Latino (36,670), White, non-Latino 622,544),
FARL (449,622).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
TEXAS


Native American 83%
Black 43%
Latino 37%
Poverty (FARL)2 40%
Texas ranks 44th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Texas’s Native American, Black and Latino and students, taken
together, have considerably less than half the opportunity to attend the state’s best-supported, best-performing
schools as the state’s White, non-Latino students. A low-income student also has less than half of the opportunity
to learn of the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Texas is one of a group of states with comparatively low graduation rates, a comparatively high
percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing
Texas Students in
35%
31%
29%
26%
24%
18%
13%
12%
9%
11%
0%
Asian American* White Native American Black FARL Latino
Native American, Asian American, Black and Latino students and students of any race or ethnicity
eligible for free or reduced price lunch are more likely than White, non-Latino students in Texas to be
disadvantaged by attending schools where they have little chance of becoming proficient in basic skills
and graduating on time. Black and Latino students are three times as likely to find themselves in such
schools than are White, non-Latino students as are low-income students.
Texas Students in
50%
44%
41% 41%
38%
25%
23%
18%
13% 14%
0%
Black FARL Latino Asian American Native American* White




Employment11

Income12
Health Risk13
Latino 40%

Incarceration15
Latino -33%
1
Enrollments (2005/6): Native American (15,045), Asian American (141,893), Black, non-Latino (667,216), Latino (2,048,989), White, non-Latino
(1,652,251), FARL (2,181,697).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
UTAH


Native American 87%
Black 48%
Latino 61%
Poverty (FARL)2 81%
Utah ranks 27th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Utah’s Native American, Black and Latino and students, taken
together, have less than two-thirds the opportunity to attend the state’s best-supported, best-performing schools
as the state’s White, non-Latino students. A low-income student also has less of an opportunity to learn than the
Resource Equity
Resource Ranks
Key Research Findings: Utah is one of a group of states with comparatively high graduation rates, a comparatively low
percentage of students from disadvantaged groups and comparatively low funding for instruction. High performing
Utah Students in
30%
26%
23%
23%
21%
19%
15% 16%
13%
8%
0%
White Native American FARL Asian American* Latino Black
Native American, Asian American, Black and Latino students and low-income students are more
likely than White, non-Latino students in Utah to be disadvantaged by attending schools where they
have little chance of becoming proficient in basic skills and graduating on time. Asian American,
Black and Latino students are twice as likely to find themselves in such schools than are White, non-
Latino students as are low-income students.
Utah Students in
50%
44%
41%
38% 39%
32%
29%
25%
19%
13%
0%
Latino Asian American* Black FARL Native American White




Employment11

Income12
Health Risk13
Latino 19%

Incarceration15
Latino -37%
1
FARL (164,255).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
VERMONT


Native American 91%
Black 57%
Latino 65%
Poverty (FARL)2 68%
Vermont ranks 1st among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Vermont’s Native American, Black and Latino students, taken
together, have only slightly less than the opportunity to attend the state’s best-supported, best-performing schools
as the state’s White, non-Latino students. A low-income student has less than 90 percent of the opportunity to
Resource Equity
Resource Ranks
Key Research Findings: Vermont is one of a group of states with comparatively high graduation rates, a comparatively low
Vermont Students in
45%
38%
34% 36%
32% 32%
27%
23%
15%
11%
0%
Asian American * Latino Black White FARL Native American
students in Vermont to be additionally disadvantaged by attending schools where they have little
chance of becoming proficient in basic skills and graduating on time. Black students and low-income
students are twice as likely to find themselves in such schools than are White, non-Latino students.
Vermont Students in
80%
74%
60%
40%
38%
32%
27%
20% 23% 22%
0%
Native American Black FARL Latino White Asian American *

State Annual Total Lifetime Health Loss $690,000
State Annual Crime-Related Loss $450,000



Employment11

Income12
Health Risk13
Latino 4%

Increase Expected Attributable to Equitable Access --%
Incarceration15
Latino --%
1
Enrollments (2005/6): Native American (417), Asian American (1,496), Black, non-Latino (1,424), Latino (957), White, non-Latino (91,528), FARL
(25,487).
2
number%), Asian American (need number%), Black, non-Latino (need number%), Latino (37%), White, non-Latino (12%).
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
VIRGINIA


Native American 84%
Black 46%
Latino 124%
Poverty (FARL)2 61%
Virginia ranks 8th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Virginia’s Black, Latino and Native American students, taken
together, have less than two-thirds of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students, as does a low-income student of any race or ethnicity.
Resource Equity
Resource Ranks
Key Research Findings: Virginia is one of a group of states with average graduation rates and average percentages of
students from disadvantaged groups and a comparatively high level of funding for instruction. Schools in the state with
higher percentages of highly qualified teachers (with Masters degree or higher, and teachers with professional development
coursework) tend to have higher graduation rates and better achievement measures than other schools. Bottom quartile
schools have a higher probability of having larger class sizes than top quartile schools.
Virginia Students in
70%
63%
53%
43%
35%
34%
29%
18% 21%
16%
0%
Asian American* Latino White Native American FARL Black
students in Virginia to be disadvantaged by attending schools where they have little chance of becoming
proficient in basic skills and graduating on time. Black and low-income students are approximately
twice as likely to find themselves in such schools than are White, non-Latino students.
Virginia Students in
50%
42%
38%
35%
25%
24%
21%
18%
13%
11%
0%




Employment11

Income12
Health Risk13
Latino 23%

Incarceration15
Latino --%
1
FARL (377,725).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
WASHINGTON


Native American 72%
Black 69%
Latino 60%
Poverty (FARL)2 66%
Washington ranks 6th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality. Washington’s Black, Latino and Native American students,
taken together, have less than two-thirds of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students, as does a low-income student of any race or ethnicity.
Resource Equity
Resource Ranks
Key Research Findings: Washington is one of a group of states with a high graduation rate, an average percentage of students
from disadvantaged groups and comparatively low funding for instruction. Schools in the state with higher percentages
of more teachers with advanced degrees tend to have higher graduation rates and better achievement measures. This is
particularly important for Latino and poor students. Larger classes are associated with poorer outcomes in Washington.
Washington Students in
40%
33%
30% 31%
20% 22% 21% 20%

18%
10%
0%
Asian American* White Native American Black FARL Latino
likely than White, non-Latino students in Washington to be disadvantaged by attending schools
where they have little chance of becoming proficient in basic skills and graduating on time. Black and
Latino students are twice as likely as White students to attend such schools.
Washington Students in
40%
34% 34%
30%
27% 26%
20% 22%
16%
10%
0%




Employment11

Income12
Health Risk13
Latino 35%

Incarceration15
Latino --%
1
FARL (376,198).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
WEST VIRGINIA


Black 38%
Latino 44%
Poverty (FARL)2 96%
West Virginia ranks 50th among the states when the Opportunity to Learn of the state’s disadvantaged students
is combined with a measure of educational quality.3 West Virginia’s Black, Latino and Native American students,
taken together, have 40 percent of the opportunity to learn in the state’s best-supported, best-performing schools
than the state’s White, non-Latino students. A low-income student has nearly the same opportunity to learn as
the average White, non-Latino student.
Resource Equity
Resource Ranks

Key Research Findings: West Virginia is one of a group of states with average graduation rates, average percentages of
students from disadvantaged groups and average funding for instruction. In these states, schools with greater percentages
of teachers with Masters or higher degrees have more students scoring at the Proficient or Advanced level on Mathematics
assessments. This effect is enhanced for Black students and low-income students by smaller class sizes. These expert teachers
are concentrated in the higher performing schools and are less likely to be found in the lowest quartile of schools, where most
of the students are from disadvantaged groups.
West Virginia Students in

35%
29%
26%
26%
25%
18%
13%
11%
9% 10%
0%
Native American* White FARL Asian American Latino Black
Black and low-income students are more likely than average White, non-Latino students in West
Virginia to be disadvantaged by attending schools where they have little chance of becoming proficient
in basic skills and graduating on time.
West Virginia Students in

35%
32%
26%
27%
23% 23%
20%
18% 19%
9%
0%
Black FARL Latino White Native American Asian American *




Employment11

Income12
Health Risk13
Latino 26%

Incarceration15
Latino --%
1
FARL (597,517).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
WISCONSIN


Native American 90%
Black 31%
Latino 55%
Poverty (FARL)2 No Data
Wisconsin ranks 18th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Wisconsin’s Black, Latino and Native American students, taken
the state’s White, non-Latino students.
Resource Equity
Resource Ranks
Key Research Findings: Wisconsin is one of a group of states with a high graduation rate, a comparatively low percentage
of students from disadvantaged groups and comparatively high funding for instruction. Schools in the state with higher
percentages of more experienced teachers tend to have higher graduation rates and better Mathematics achievement
measures.
Wisconsin Students in
30%
23%
23%
21%
15%
13% 13%
8%
7%
0%
White Native American Asian American * Latino Black
Native American, Asian American, Black and Latino students are more likely than White, non-Latino
students in Wisconsin to be disadvantaged by attending schools where they have little chance of
becoming proficient in basic skills and graduating on time. The percentage of Black students attending
poorly-resourced, low-performing schools in the state is more than twelve times, the percentage of
Latino students nearly six times, and the percentage for Native American students three times the
percentages of White students.
Wisconsin Students in
80%
73%
60%
55%
40%
32%
29%
20%
21%
0%
Black Latino Asian American* White Native American

Low income students No Data



Employment11

Income12
Health Risk13
Latino 26%

Incarceration15
Latino -52%
1
FARL (256,645).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15
WYOMING


Native American 28%
Black 26%
Latino 40%
Poverty (FARL)2 84%
Wyoming ranks 24th among the states when the Opportunity to Learn of the state’s disadvantaged students is
combined with a measure of educational quality.3 Wyoming’s Black, Latino and Native American students, taken
together, have less than 40 percent of the opportunity to learn in the state’s best-supported, best-performing
schools than the state’s White, non-Latino students. A low-income student of any race or ethnicity has 80 percent
of the opportunity to learn as the average White, non-Latino student.
Resource Equity
Resource Ranks
Key Research Findings: Wyoming is one of a group of states with comparatively low graduation rates, a comparatively
Wyoming Students in
20%
17%
15%
14%
10%
10%
7%
5%
5%
4%
0%
White FARL Asian American* Latino Native American Black
likely than White, non-Latino students in Wyoming to be disadvantaged by attending schools where
they have little chance of becoming proficient in basic skills and graduating on time.
Wyoming Students in
70%
64%
53%
52% 51%
42%
35% 37%
30%
18%
0%
Black Latino Native American Asian American* FARL White




Employment11

Income12
Health Risk13
Latino 25%

Incarceration15
Latino -60%
1
Enrollments (2005/6): Native American (2,985), Asian American (903), Black, non-Latino (1,258), Latino (7,591), White, non-Latino (71,672), FARL
(26,707).
2
3
4
5
6
NCES.
7
8
9
10
11
ACS.
12
ACS.
13
14
15

50 State All States

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ALABAMA

LOW PROFICIENCY and HIGH ACCESS

COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 39th

Opportunity to Learn Index Score: 59% (18th)

Disadvantaged Opportunity to Learn

Poverty (FARL)2 68%

Access to Highly Qualified Teachers5 26th

Access to Instructional Materials6 46th

Access to College Preparatory Curriculum7 19th

20% 22% 21%

Group Comparative Disadvantage

Asian American students* 54%

Black, non-Latino students 270%

Latino students 150%

Low income students 210%

Comparison is to all White, non-Latino students 100%

State Annual Total Lifetime Health Loss $89 million

State Annual Crime-Related Loss $59 million

State Tax Losses (Lifetime) $306 million

Annual Lost Lifetime Earnings $630 million

Net Annual Potential Revenue Increase from Equity $279 million

College Graduation (25 years of age +)10

With High School Diploma 5%

With High School Diploma 44%

Civic Engagement14 (National Election Participation)

COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 27th

Opportunity to Learn Index Score: 93% (2nd)

Disadvantaged Opportunity to Learn

Poverty (FARL)2 70%

Access to Highly Qualified Teachers5 3rd

Access to Instructional Materials6 12th

Access to College Preparatory Curriculum7 23rd

15% 16% 16%

Group Comparative Disadvantage

Asian American students* 93%

Black, non-Latino students 130%

Latino students 110%

Low income students 140%

Comparison is to all White, non-Latino students 100%

State Annual Total Lifetime Health Loss $19 million

State Annual Crime-Related Loss $13 million

State Tax Losses (Lifetime) $66 million

Annual Lost Lifetime Earnings $135 million

Net Annual Potential Revenue Increase from Equity $60 million

College Graduation (25 years of age +)10

With High School Diploma 7%

With High School Diploma 49%

Civic Engagement14 (National Election Participation)

COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 47th

Opportunity Learn Index Score: 51% (27th)

Disadvantaged Opportunity to Learn

Poverty (FARL)2 41%

Access to Highly Qualified Teachers5 3rd

Access to Instructional Materials6 12th

Access to College Preparatory Curriculum7 23rd

Group Comparative Disadvantage

Asian American students* 63%

Black, non-Latino students 110%

Latino students 200%

Low income students 230%

Comparison is to all White, non-Latino students 100%

State Annual Total Lifetime Health Loss $86 million

State Annual Crime-Related Loss $56 million