Public Expenditures and the Production of Education

Autor/inn/en	Neely, Stephen R.; Diebold, Jeffrey
Titel	Public Expenditures and the Production of Education
Quelle	In: Education Policy Analysis Archives, 24 (2016) 88, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Expenditures; Public Education; Productivity; Outcomes of Education; Educational Objectives; Longitudinal Studies; Educational Policy; Models; Hypothesis Testing; School Statistics; Data Analysis; Predictor Variables; Value Added Models; Elementary Secondary Education; Pennsylvania + Suchen Sie Ihr Suchwort? Ausgaben; Öffentliche Erziehung; Produktivität; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Analogiemodell; Hypothesenprüfung; Hypothesentest; Auswertung; Prädiktor
Abstract	The relationship between public education expenditures and student outcomes remains an important concern for policy analysts, educational administrators, and the public at large. While previous studies have failed to identify a consistent relationship between public investments in education and positive student outcomes, most analyses have not accounted for the different educational goals associated with various instructional expenditure categories. This study builds on prior research by using Pennsylvania's public school districts to test proposed improvements in model specification for the traditional education production function. Using longitudinal, fixed-effects models, a detailed disaggregation of instructional expenditures is undertaken in order to account for the likelihood that different instructional subcategories (i.e. regular programming, special education, and vocational instruction) influence student outcomes in varying ways. The results suggest that the impact of expenditures may be understated in previous studies based on a failure to account for these distinctions, particularly in the case of Mathematics education. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01