Use each school’s official state report card as a starting point, not as a ranking. Compare schools on the same data year, grade span, subject, and student groups; look beyond a single rating to achievement, participation, progress, graduation where relevant, and school-quality measures. Then contact the schools to clarify class sizes and services that the public data does not describe in enough detail.
Find the official report cards
Start with the state education agency’s report card for each school. The U.S. Department of Education provides a state report-card locator. Federal guidance describes report-card information that can include test performance, graduation, suspensions, absenteeism, teacher qualifications, and other school measures; the actual cards and accountability details are state-specific. See the Department’s report-card checklist and resource library.
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Before comparing values, note the report-card year and each school’s grade span. Make sure you are looking at the same subject, student group, and indicator definition. State accountability systems use different indicators and weights, so an overall label or score is not self-explanatory; read the state’s explanation of what each measure means.
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Achievement results show how students performed on the assessments reported by the state, but they are only one part of the picture. Check participation alongside results: if different shares of students took the assessment, the results may not describe comparable groups. Review subgroup results where reported, and look for growth or progress measures that indicate change over time rather than performance at one point.
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For high schools, examine graduation information and, where available, postsecondary enrollment. Check the cohort and year covered and how student groups are defined before comparing figures. Many report-card indicators are disaggregated, but state reporting rules determine which groups appear; a group may be suppressed or omitted. Do not treat missing subgroup data as evidence that outcomes are the same.
Use several relevant measures rather than letting one test result or summary rating determine the comparison. A national database such as NCES’s Elementary and Secondary Information System can help verify descriptive context, including school size, enrollment, and teachers. It is not a substitute for state-specific outcomes or details about support services.
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Use class-size figures as a prompt, not a verdict
If the report card lists average class size, first check what grades, subjects, or programs the number covers and how the state defines it. A schoolwide average may not represent the class a particular student would attend. The federal sources cited here do not establish one nationwide class-size definition, so figures should not be assumed comparable across states.
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Ask each school how classes are organized in the relevant grade, subject, and program. North Carolina’s report-card FAQ says its report card includes average class size, but that state-specific description should not be assumed to describe every state’s report-card interface. The same FAQ cautions against using report cards to rank schools:
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“No. Because schools can be structured quite differently from one another – in their sizes, the grades they teach, and the programs they offer – Report Cards are not a useful tool for ranking schools. It would be incorrect to determine that one school is better than another based on slight differences between data points.”
This is guidance from the North Carolina Department of Public Instruction. Its warning is useful when interpreting small differences, but the FAQ describes North Carolina’s report cards.
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Report cards may include measures related to school quality or student success, attendance, discipline, safety, and educator qualifications. These indicators can help identify topics for follow-up, but they may not explain how a particular service operates or whether it fits a student’s needs. Avoid inferring that a specific program is available from a broad indicator or staff count alone.
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A practical comparison workflow
- Locate each official card. Use the Department of Education’s state report-card locator or the state education agency’s website.
- Write down the comparison frame. Record the data year, grade span, subject, participation, subgroup scope, and definitions for every figure you plan to compare.
- Review a set of indicators. Consider achievement and progress, participation, graduation for high schools, and relevant school-quality, attendance, safety, and educator information—not just one overall label.
- Check the meaning of class-size numbers. Compare them only when the state’s definitions and scope are comparable, then ask about the classes and programs relevant to the student.
- Follow up on support needs. Contact each school to confirm the availability, eligibility, and practical delivery of services not described clearly on the card.
- Make a student-centered judgment. Account for differences in school size, grade span, programs, and student population, and identify any figures that cannot be compared directly.
Federal report-card requirements establish a baseline, while states determine accountability details and publish the cards families use. The Department of Education says its checklist was updated December 22, 2022, to align with ESEA and 2019 guidance, and last reviewed January 14, 2025. Check the current state report-card year and the state’s definitions when making a local comparison.
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