Editorial Staff

METCO Works Well, Small Tweaks Could Make It Even Better, Study Says

/in , , , , , /by Editorial Staff
Share on Facebook
Share on Twitter
Share on
LinkedIn
+

Program should be expanded, funding simplified

BOSTON – The Metropolitan Council for Educational Opportunity, or METCO program, has successfully educated thousands of students for 56 years, but several minor changes could make it even better, according to a new study published by Pioneer Institute.

Under the program, about 3,200 mostly African-American and Hispanic students from Boston and Springfield attend public schools in about three dozen surrounding communities.  METCO offers educational opportunity to families in Boston and Springfield and provides much-needed diversity to suburban school districts.

DOWNLOAD REPORT

“Without METCO, diversity would be virtually nonexistent in some districts,” said Dr. Ken Ardon, the co-author of “METCO Funding: Understanding Massachusetts’ Voluntary School Desegregation Program” with Roger Hatch.

Despite accounting for just 2.5 percent of enrollment on average, METCO students account for about 40 percent of African-American students in receiving school districts. In some districts, more than two thirds of African-American students are in the METCO program.

METCO students are more likely to be African-American and to have special needs than their peers in the sending district, and less likely to be Hispanic, English language learners or economically disadvantaged.

Each year, districts decide how many students they will accept.  The program is directly funded by a state grant appropriated by the legislature and indirectly funded through the state’s education funding system, known as Chapter 70.

The real value of METCO grant appropriations hasn’t fully recovered from cuts made during the Great Recession, but funding has increased in recent years.  In fiscal 2021, the METCO grant was $25.6 million and averaged $7,200 per student.

METCO students are counted in receiving districts’ enrollment numbers, which means they generate more state funding for the suburban school districts.  Most receive two or three thousand dollars per student above the METCO grant, but the amount varies by district due to intricacies of the Commonwealth’s education funding system.

The program has little financial impact on Boston because, as a community with greater revenue raising capacity, it gets less of its funding from the state.  Since Springfield, which is less affluent, gets the bulk of its funding from the state, the city loses more state aid as a result of METCO.

Since METCO students take up unused seats in receiving districts, the marginal cost of educating them is relatively low.  Nearly 60 percent of the Commonwealth’s 318 school districts participate in the state’s voluntary public school choice program.  Average per-pupil funding in that program was $6,586, far less than the amount most receiving districts receive for each METCO student.

Ardon and Hatch urge simplifying the METCO grant formula by making it a straight per-pupil calculation.  Currently, there are “hold harmless” provisions for districts that accept fewer METCO students. Enrollment numbers are based on a rolling three-year average and the last year taken into consideration is the previous one.  These policies benefit districts with declining METCO enrollment and leave less for those that enroll more METCO students.

The authors suggest that districts could receive about 80 percent of their METCO funding before the school year, while 20 percent of it could be held back until actual enrollment numbers are determined in December.

Ardon and Hatch also call for additional state funding to support late afternoon buses that would allow METCO students to participate in extracurricular activities and cover special education costs of METCO students.

Finally, they recommend that the Commonwealth provide the additional funds needed to cover immediate costs of expanding METCO and adequate ongoing grant money to support a larger program.

“METCO has a long record of success,” Hatch said.  “A relatively small investment would allow it to serve additional students and families.”

About the Authors

Ken Ardon received a Ph.D. in economics from the Univer­sity of California at Santa Barbara in 1999, where he co-au­thored a book on school spending and student achievement. He taught economics at Pomona College before moving to Massachusetts, and from 2000 to 2004, Dr. Ardon worked for the Commonwealth of Massachusetts in the Executive Office of Administration and Finance. He is a professor of economics at Salem State University, where he has taught since 2004. Dr. Ardon is a member of Pioneer Institute’s Center for School Reform Advisory Board.

Roger Hatch spent a long career working for the Common­wealth of Massachusetts in the areas of school and munici­pal finance. For 20 years he was the Administrator of School Finance at the Massachusetts Department of Elementary and Secondary Education. In addition to supervising the school choice program, the office works with the Governor’s staff, the legislature, advocacy groups, local officials and the general public, to develop, calculate, and explain the Chapter 70 state aid formula.

About Pioneer

Pioneer Institute’s mission is to develop and communicate dynamic ideas that advance prosperity and a vibrant civic life in Massachusetts and beyond. Pioneer’s vision of success is a state and nation where our people can prosper and our society thrive because we enjoy world-class options in education, healthcare, transportation and economic opportunity, and where our government is limited, accountable and transparent. Pioneer values an America where our citizenry is well-educated and willing to test our beliefs based on facts and the free exchange of ideas, and committed to liberty, personal responsibility, and free enterprise.

Get Updates on Our Education Research

Related Posts:

UK’s John Suchet, OBE, on Tchaikovsky, The Nutcracker, & Ballets

This week on The Learning Curve, co-hosts U-Arkansas Prof. Albert Cheng and Dr. Jocelyn Chadwick interview distinguished British television journalist, author, and Classic FM presenter, John Suchet, OBE. Mr. Suchet explores the life and legacy of Pyotr Tchaikovsky, one of Russia's greatest composers. He shares insights into Tchaikovsky’s upbringing, his late start in composing, and the emotional challenges that shaped his career and music.

U-OK’s Dan Hamlin on Emerging School Models & Learning Loss

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Dan Hamlin, an Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma. Prof. Hamlin offers his insights on the state of K-12 education policy and reform. He shares how his academic experiences and research shaped his philosophy on education and informed his work with Harvard PEPG’s “Emerging School Models” conference.

NYT #1 Bestseller Dava Sobel on Marie Curie & Women in Science

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Dava Sobel, acclaimed author of The Elements of Marie Curie: How the Glow of Radium Lit a Path for Women in Science. Sobel delves into the life of Marie Curie, the “scientific Joan of Arc,” exploring her extraordinary journey from clandestine education in Tsarist-controlled Poland to becoming the first woman to win two Nobel Prizes in different scientific disciplines.

Becket Fund’s Eric Rassbach on Loffman v. CA DOE, Religious Liberty, & Schooling

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Eric Rassbach, Vice President and Senior Counsel at the Becket Fund for Religious Liberty. Mr. Rassbach discusses the Loffman v. California Department of Education case, where Becket successfully secured a unanimous Ninth Circuit decision ensuring equal access to special education funding for religious school students.

CUNY’s Carl Rollyson on William Faulkner & Southern Literature

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Carl Rollyson, CUNY professor, and acclaimed biographer of William Faulkner. Prof. Rollyson offers an in-depth exploration of Faulkner’s life, work, and enduring legacy.

NH Gov. Chris Sununu on School Choice

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview New Hampshire Governor Christopher Sununu. Gov. Sununu discusses his upbringing in a well-known political family and how the influence of his father, a former governor and White House chief of staff, and his brother, a former U.S. senator, has shaped his public service.

Dr. Helen Baxendale on Great Hearts Classical Liberal Arts Charter Schools

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Dr. Helen Baxendale, the chief of staff and vice president of strategy at Great Hearts Academies. Dr. Baxendale discusses how her global educational experiences inform her perspective on K-12 policy and Great Hearts’ mission to integrate the humanities, math, and science for intellectual and character development.

Jeffrey Meyers on Edgar Allan Poe, Gothic Horror, & Halloween

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and Dr. Jocelyn Chadwick interview Jeffrey Meyers, acclaimed literary biographer, about his comprehensive exploration of Edgar Allan Poe’s life and work.

Study Published by Pioneer Institute Shows Massachusetts Learning Loss Among Nation’s Worst

Recommends Sustainable Policy Responses to Pandemic Learning Loss

U-TX at SA’s Catherine Clinton on Harriet Tubman & the Underground Railroad

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and Dr. Jocelyn Chadwick interview Catherine Clinton, Denman Professor of American History at the University of Texas at San Antonio, and author of Harriet Tubman: The Road to Freedom. Prof. Clinton discusses her definitive biography of Harriet Tubman, the renowned abolitionist and Underground Railroad conductor.