The total student population of Wiang Haeng District was 4,558 with 158 teachers. The ratio of teachers to students was 1:29. For elementary education, the ratio was 1:25, which met the ADB requirement. Since the quality and quantity of students were low, the ratio was not suitable because the number of students per class in each school was different. It was further reported that the weight and height of 14% of elementary students were lower than the standard criteria. Forty-two percent lacked financial support, and 57.90% lacked stationery, uniforms and lunch. In terms of elementary education management, it was found that the average annual expenditure for each student was 7,215 baht and there were 168 stateless children. The total expenditure for the twelve-year basic education of these stateless children would be 14,365,000 baht, which was the condition required by the educational opportunity and educational management efficiency policies of the government. Regarding education quality, students’ academic performances revealed that achievements in skills subjects were at a medium level, ranging from 49.78% to 65.49%. Study outcomes of primary and secondary school students were at the 0-102 range, which was poor to fair in all subjects. It was 57.03% for primary school students and 69.53% for secondary school students. Repeaters of primary education were 310 or 11.85%. It was also found that evaluation and classroom management were not fully implemented because it was a preparation stage for education reform. Policies on educational quality accreditation and school safety assessment were not implemented to the fullest extent because older regulations and systems still remained in use. An opinion survey of the teachers found that 93% sympathized with the stateless children and that they should be accepted into the formal education system on humanitarian and children’s rights grounds. As for preparation for education reform, it was found that teachers had undergone training on authentic assessment, portfolio, school charters, and school standardization. Literature reviews revealed that quality-oriented education focused on education processes according to the National Education Act. Children were expected to be good, knowledgeable, moral, and able to solve problems by peaceful means. Through this educational management process, these stateless and minority children would be an asset to our nation in the future.