Matthew Davis, Matthew Andrea Joe Vedder, Matthew Stone
Evidence that local tax and expenditure limits (TELs) for public K-12 schools lower student achievement is widely attributed to the effects of reduced funding, but our results cast doubt on reduced funding as the primary explanation for negative effects of TELs and instead suggest the importance of the predictability of funding. Students in districts subject to more severe local tax limits in Oregon score less well on eighth-grade tests in mathematics, but reduced funding is not the reason. Our analysis expands prior work by accounting for the extent to which TELs are actually binding, as well as for both pecuniary and non-pecuniary effects of TELs. Distinguishing pecuniary and non-pecuniary effects allows us to document that the negative effect of TELs in Oregon is not due to reduced expenditures. The state’s school-finance equalization (SFE) tends to offset funding differentials, so TELs have no significant effect on funding, but even if TELs did affect funding, the negative effect of TELs on achievement is significant even if district expenditures are held constant. Instead, the negative effect of more restrictive TELs appears to work by disrupting local planning. We isolate this effect by distinguishing the more uncertain first year of each biennial budget from the second year. Our quasi-experimental design accounts for district and year fixed effects, as well as for district-specific variations in expenditures and student attributes. Results are robust to a placebo test designed to reveal spurious correlation and to several alternative specifications.
{"title":"Local Tax Limits, Student Achievement, and School-Finance Equalization","authors":"Matthew Davis, Matthew Andrea Joe Vedder, Matthew Stone","doi":"10.1353/JEF.2016.0005","DOIUrl":"https://doi.org/10.1353/JEF.2016.0005","url":null,"abstract":"Evidence that local tax and expenditure limits (TELs) for public K-12 schools lower student achievement is widely attributed to the effects of reduced funding, but our results cast doubt on reduced funding as the primary explanation for negative effects of TELs and instead suggest the importance of the predictability of funding. Students in districts subject to more severe local tax limits in Oregon score less well on eighth-grade tests in mathematics, but reduced funding is not the reason. Our analysis expands prior work by accounting for the extent to which TELs are actually binding, as well as for both pecuniary and non-pecuniary effects of TELs. Distinguishing pecuniary and non-pecuniary effects allows us to document that the negative effect of TELs in Oregon is not due to reduced expenditures. The state’s school-finance equalization (SFE) tends to offset funding differentials, so TELs have no significant effect on funding, but even if TELs did affect funding, the negative effect of TELs on achievement is significant even if district expenditures are held constant. Instead, the negative effect of more restrictive TELs appears to work by disrupting local planning. We isolate this effect by distinguishing the more uncertain first year of each biennial budget from the second year. Our quasi-experimental design accounts for district and year fixed effects, as well as for district-specific variations in expenditures and student attributes. Results are robust to a placebo test designed to reveal spurious correlation and to several alternative specifications.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"11 1","pages":"289 - 301"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-04DOI: 10.4135/9781544354453.n8
Brenda Mendiola, Philip R. Westbrook
{"title":"Alabama","authors":"Brenda Mendiola, Philip R. Westbrook","doi":"10.4135/9781544354453.n8","DOIUrl":"https://doi.org/10.4135/9781544354453.n8","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"200 - 201"},"PeriodicalIF":0.2,"publicationDate":"2015-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70650284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Black women are nearly three times more likely to die from pregnancy-related causes than white women in the U.S. Wyoming does not report data stratified by race/ethnicity. Maternal mortality rates in the United States are rising. The U.S. has the highest rate of maternal death among developed nations with significant racial disparities and large differences in rates between states. The Society for Maternal-Fetal Medicine (SMFM) has identified four important ways that states are addressing the rising rates of maternal mortality: 1.) the establishment of maternal mortality review committees;
{"title":"Wyoming","authors":"K. Summers","doi":"10.2307/j.ctvwh8dsp.44","DOIUrl":"https://doi.org/10.2307/j.ctvwh8dsp.44","url":null,"abstract":"Black women are nearly three times more likely to die from pregnancy-related causes than white women in the U.S. Wyoming does not report data stratified by race/ethnicity. Maternal mortality rates in the United States are rising. The U.S. has the highest rate of maternal death among developed nations with significant racial disparities and large differences in rates between states. The Society for Maternal-Fetal Medicine (SMFM) has identified four important ways that states are addressing the rising rates of maternal mortality: 1.) the establishment of maternal mortality review committees;","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"285 - 287"},"PeriodicalIF":0.2,"publicationDate":"2015-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68859651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Maryland","authors":"S. Belson, Thomas A. Husted","doi":"10.32388/gs6c5r","DOIUrl":"https://doi.org/10.32388/gs6c5r","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"235 - 237"},"PeriodicalIF":0.2,"publicationDate":"2015-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69632041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New Mexico is heavily invested in its performance based funding policy, championed by Governor Martinez following her election to office in 2011. Much of the support for this policy is cited as being due to the state’s chronically low numbers of college-educated population. In fact, between 1990 and 2010 New Mexico ranked 50th out of 50 states with regard to “improvement of the proportion of the population with a college degree.”1 In collaboration with College Complete America and the Western Interstate Commission for Higher Education, the state set out to rectify this problem by developing a set of performance metrics aimed at increasing the overall number of undergraduate degrees and certificates, increasing the number of financially at-risk graduates (i.e., closing the achievement gap), and increasing the number of graduates with science, technology, engineering, mathematics, and health (STEMH) degrees. 2012 marked the performance funding policy’s inaugural year.2
{"title":"New Mexico","authors":"Joshua M. Cohen","doi":"10.2307/j.ctvwh8dsp.26","DOIUrl":"https://doi.org/10.2307/j.ctvwh8dsp.26","url":null,"abstract":"New Mexico is heavily invested in its performance based funding policy, championed by Governor Martinez following her election to office in 2011. Much of the support for this policy is cited as being due to the state’s chronically low numbers of college-educated population. In fact, between 1990 and 2010 New Mexico ranked 50th out of 50 states with regard to “improvement of the proportion of the population with a college degree.”1 In collaboration with College Complete America and the Western Interstate Commission for Higher Education, the state set out to rectify this problem by developing a set of performance metrics aimed at increasing the overall number of undergraduate degrees and certificates, increasing the number of financially at-risk graduates (i.e., closing the achievement gap), and increasing the number of graduates with science, technology, engineering, mathematics, and health (STEMH) degrees. 2012 marked the performance funding policy’s inaugural year.2","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"255 - 256"},"PeriodicalIF":0.2,"publicationDate":"2015-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68859434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Virginia","authors":"W. Owings, L. Kaplan, R. Salmon","doi":"10.2307/j.ctv21ptz0v.14","DOIUrl":"https://doi.org/10.2307/j.ctv21ptz0v.14","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"279 - 281"},"PeriodicalIF":0.2,"publicationDate":"2015-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68800112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：