Allocation of Students in Public Schools: Theory and New Evidence

Autor/inn/en	Cohen-Zada, Danny; Gradstein, Mark; Reuven, Ehud
Titel	Allocation of Students in Public Schools: Theory and New Evidence
Quelle	In: Economics of Education Review, 34 (2013), S.96-106 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2013.01.013
Schlagwörter	Foreign Countries; Public Schools; Secondary Schools; Secondary School Students; Student Placement; Resource Allocation; Small Classes; Class Size; Israel + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Sekundarschule; Sekundarschüler; Schülerpraktikum; Ressourcenallokation; Klassengröße
Abstract	The allocation of educational resources to students of different socio-economic backgrounds has important policy implications since it affects individual educational outcomes as well as the future distribution of human capital. In this paper, we present a theoretical model showing that local school administrators have an incentive to allocate weaker students to smaller classes. Then, using a rich individual-level dataset on secondary public schools in Israel, we provide evidence that weaker students are, indeed, systematically placed in smaller classes, thus exhibiting a compensatory allocation scheme. Moreover, schools with enrollment levels just over cut-off points induced by a maximum class size rule are systematically weaker than schools with enrollment levels just under those cut-offs. This finding indicates that not only do local school administrators allocate students into classes in a compensatory manner, but they also manipulate the class-size rule to achieve such an allocation. Potential implications of these results are discussed. (Contains 2 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10