New Jersey's $23,496 Per-Pupil Spending Ranks 3rd Nationally, Yet Student Outcomes Place 21st

Education policy researcher Chad Aldeman has drawn attention to a significant disparity in New Jersey's public education system, questioning the state's perceived academic excellence despite its substantial financial investment. Aldeman highlighted data suggesting that while New Jersey boasts some of the highest per-pupil spending in the nation, its student outcomes, when adjusted for demographic factors, fall considerably short of expectations. He expressed this sentiment on social media, stating, > "Huh? How can that be? I thought New Jersey had 'great' schools?"

According to a 2022 report from the Education Law Center, New Jersey's public schools spent an average of $23,496 per pupil, positioning it as the third-highest spending state nationwide. This figure represents $6,851 more per student than the national average, underscoring the state's significant financial commitment to its education system. The high expenditure often contributes to the state's reputation for having top-tier schools.

However, Aldeman's analysis, which utilizes demographically adjusted fourth-grade math scores from the National Assessment of Educational Progress (NAEP) by the Urban Institute, reveals a different picture. Despite its high spending, New Jersey ranks 21st nationally in student achievement under these adjusted metrics. This suggests a weaker correlation between spending levels and student performance than often assumed, a point Aldeman emphasized, noting that "the relationship between school spending and student outcomes is weaker than you might imagine."

The researcher's findings position New Jersey as a "negative outlier" in terms of educational efficiency, or "bang for the buck." States like Mississippi, Florida, and Texas, which spend considerably less per pupil, demonstrate better demographically-adjusted student outcomes. This contrast challenges the narrative often promoted by groups like the New Jersey Education Association, which frequently touts the state's schools as number one, potentially masking internal disparities, particularly among lower-income students.

Aldeman's work suggests that while financial investment is a factor in education, it is not the sole determinant of student success. The analysis implies a need for policymakers to consider how funds are utilized and to explore specific policy reforms, akin to those implemented in states like Mississippi, that have driven academic improvement without necessarily requiring massive spending increases. The focus shifts towards cost-effectiveness and targeted strategies to enhance student achievement across all demographics.