of education quality for use in a state by state comparison is likely free from all theoretical and methodological defects. Therefore, both the mean SAT score and the high school completion rate were assessed separately in this research as dependent variables reflecting the level of education quality within a state. Two hypotheses were tested. These hypotheses were stated as follows:
1. Mean SAT scores will be higher in those states committing greater financial resources and higher level human resources to the education process.
2. The high school completion rate will be higher in those states with higher levels of education spending, employment, and household income, and lower levels of debilitating social factors.
The mean SAT score was the dependent variable in hypothesis number one. With respect to mean SAT scores, six factors were identified as potential explanatory (independent) variables. These six factors were as follows:
1. Pupil/Teacher Ratio. The rationale for the selection of this factor as an explanatory variable for mean SAT scores was that lower pupil/teacher ratios provide teachers with more time to devote to individual students, which, in turn, may be expected to lead to greater student learning. A lower pupil/ teacher ratio, thus, was expected to be associated with a higher mean SAT score.
2. Percent of Professionals Within the Working Age Population. The rationale for the selection of this factor as an explanatory variable for mean SAT scores was that professional persons have demonstrated both an ability to learn and a commitment to education that may be expected to be reflected in the academic performance of their children. A higher percent of professionals, thus, was expected to be associated with a higher mean SAT score.
3. Household Income. The rationale for the selection of this factor as an explanatory variable for mean SAT scores was that a higher household income enables paren...