Literaturnachweis - Detailanzeige
| Autor/inn/en | Lastra-Anadón, Carlos X.; Peterson, Paul E. |
|---|---|
| Institution | Harvard University, Program on Education Policy and Governance |
| Titel | Who Benefits from Local Financing of Public Services? A Causal Analysis. Program on Education Policy and Governance Working Papers Series. PEPG 20-03 |
| Quelle | (2020), (53 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | School Districts; Educational Finance; Mathematics Achievement; Reading Achievement; National Competency Tests; Socioeconomic Status; Grade 8; Financial Support; Housing; Geographic Location; National Assessment of Educational Progress |
| Abstract | The efficiency-equity trade-offs in public service delivery may be influenced by the dependency of local governments on their own resources rather than inter-governmental grants. School districts in the United States are expected both to produce human capital efficiently and to provide educational opportunity equally. To ascertain school district trade-offs, we estimate effects of revenue source on student performances in math and reading. Achievement is estimated from 225,000 observations weighted to be district representative. Estimates are made with OLS [ordinary least squares], geographic discontinuity models exploiting differences at state borders, and 2SLS [two-stage least squares] models that use changes in housing prices as an instrument. For every 10 percent increase in local revenue share, achievement increases by a sizeable 0.02 to 0.06 standard deviations. Gains for students from low socio-economic backgrounds are about half those from higher ones. Both voice and exit channels moderate the efficiency-equity trade-off. Implications for federalism and state policy are discussed. (As Provided). |
| Anmerkungen | Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: https://www.hks.harvard.edu/centers/taubman/programs-research/pepg |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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