David S. Knight, N. Hassairi, Christopher Candelaria, Min Sun, M. Plecki
Abstract State budgets temporarily crashed amid the COVID-19 pandemic and economic shutdown, placing education funding at risk. To demonstrate implications for school finance, we show that (1) school districts are racially segregated along class lines; (2) higher-poverty districts receive a greater share of funds from state, as opposed to local sources, making them especially vulnerable during economic downturns; and (3) many states made across-the-board K–12 budget reductions following the Great Recession, but those cuts disproportionately impacted high-poverty districts. A decade later, state legislators may face similar fiscal challenges. Instead of enacting across-the-board cuts, states can identify specific funding programs that already benefit lower-poverty districts or wealthier students. We demonstrate how this approach would work under different state finance models and offer recommendations for state policy makers.
{"title":"Prioritizing School Finance Equity during an Economic Downturn: Recommendations for State Policy Makers","authors":"David S. Knight, N. Hassairi, Christopher Candelaria, Min Sun, M. Plecki","doi":"10.1162/edfp_a_00356","DOIUrl":"https://doi.org/10.1162/edfp_a_00356","url":null,"abstract":"Abstract State budgets temporarily crashed amid the COVID-19 pandemic and economic shutdown, placing education funding at risk. To demonstrate implications for school finance, we show that (1) school districts are racially segregated along class lines; (2) higher-poverty districts receive a greater share of funds from state, as opposed to local sources, making them especially vulnerable during economic downturns; and (3) many states made across-the-board K–12 budget reductions following the Great Recession, but those cuts disproportionately impacted high-poverty districts. A decade later, state legislators may face similar fiscal challenges. Instead of enacting across-the-board cuts, states can identify specific funding programs that already benefit lower-poverty districts or wealthier students. We demonstrate how this approach would work under different state finance models and offer recommendations for state policy makers.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"188-199"},"PeriodicalIF":2.1,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43237062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The ongoing crisis in teacher pension funding has led states to consider various reforms in plan design to replace the traditional benefit formulas, based on years of service and final average salary (FAS). One such design is a cash balance (CB) plan, long deployed in the private sector, and increasingly considered, but rarely yet adopted, for teachers. Such plans are structured with individual 401(k)-type retirement accounts, but with guaranteed returns. In this paper I examine how the nation's first CB plan for teachers, in Kansas, has played out for system costs, and the level and distribution of individual benefits, compared with the FAS plan it replaced. My key findings are: (1) employer-funded benefits were modestly reduced, despite the surface appearance of more generous employer contribution matches; (2) more importantly, the cost of the pension guarantee, which is off-the-books under standard actuarial accounting, was reduced quite substantially. In addition, benefits are more equitably distributed between short-term teachers and career teachers than under the back-loaded structure of benefits characteristic of FAS plans. The key to the plan's cost reduction is that the guaranteed return approximates a low-risk market return, considerably lower than the assumed return on risky assets.
{"title":"Reforming Teacher Pension Plans: The Case of Kansas, the First Teacher Cash Balance Plan","authors":"Robert M. Costrell","doi":"10.1162/edfp_a_00354","DOIUrl":"https://doi.org/10.1162/edfp_a_00354","url":null,"abstract":"Abstract The ongoing crisis in teacher pension funding has led states to consider various reforms in plan design to replace the traditional benefit formulas, based on years of service and final average salary (FAS). One such design is a cash balance (CB) plan, long deployed in the private sector, and increasingly considered, but rarely yet adopted, for teachers. Such plans are structured with individual 401(k)-type retirement accounts, but with guaranteed returns. In this paper I examine how the nation's first CB plan for teachers, in Kansas, has played out for system costs, and the level and distribution of individual benefits, compared with the FAS plan it replaced. My key findings are: (1) employer-funded benefits were modestly reduced, despite the surface appearance of more generous employer contribution matches; (2) more importantly, the cost of the pension guarantee, which is off-the-books under standard actuarial accounting, was reduced quite substantially. In addition, benefits are more equitably distributed between short-term teachers and career teachers than under the back-loaded structure of benefits characteristic of FAS plans. The key to the plan's cost reduction is that the guaranteed return approximates a low-risk market return, considerably lower than the assumed return on risky assets.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"641-665"},"PeriodicalIF":2.1,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45360875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract It is well understood that postsecondary education increases lifetime earnings, yet the complexity of the college application process creates a barrier to postsecondary enrollment. This paper investigates a whole-school external application assistance program run by a nonprofit student support services organization, Career Compass of Louisiana. We use panel data of Louisiana high schools in a difference-in-differences framework and find that exposure to Career Compass increases postsecondary enrollment by 3.9 percentage points. Moreover, the effect of exposure is larger in school districts with a majority of black students as well as districts with a majority of low-income students. By providing services to all schools within a district, the program is able to achieve low costs relative to similar programs and effects that are in line with many more expensive programs, suggesting that scaling this model to new areas could provide a cost-effective approach to increasing postsecondary enrollment among high school graduates.
摘要高等教育提高终身收入是众所周知的，但大学申请过程的复杂性为高等教育入学设置了障碍。本文调查了一个由非营利性学生支持服务组织——路易斯安那州职业指南针(Career Compass of Louisiana)运营的校外申请援助项目。我们在差异中的差异框架中使用路易斯安那州高中的面板数据，发现接触职业指南针使高等教育入学率提高了3.9个百分点。此外，在黑人学生占多数的学区和低收入学生占多数的学区，接触的影响更大。通过向一个地区内的所有学校提供服务，该项目能够实现相对于类似项目的低成本和与许多更昂贵的项目一致的效果，这表明将这种模式扩展到新的地区可以提供一种具有成本效益的方法，以增加高中毕业生的高等教育入学率。
{"title":"Impact of a Low-Cost Postsecondary Enrollment Intervention: Evidence from Louisiana","authors":"Swarup Joshi, Stephen Barnes","doi":"10.1162/edfp_a_00335","DOIUrl":"https://doi.org/10.1162/edfp_a_00335","url":null,"abstract":"Abstract It is well understood that postsecondary education increases lifetime earnings, yet the complexity of the college application process creates a barrier to postsecondary enrollment. This paper investigates a whole-school external application assistance program run by a nonprofit student support services organization, Career Compass of Louisiana. We use panel data of Louisiana high schools in a difference-in-differences framework and find that exposure to Career Compass increases postsecondary enrollment by 3.9 percentage points. Moreover, the effect of exposure is larger in school districts with a majority of black students as well as districts with a majority of low-income students. By providing services to all schools within a district, the program is able to achieve low costs relative to similar programs and effects that are in line with many more expensive programs, suggesting that scaling this model to new areas could provide a cost-effective approach to increasing postsecondary enrollment among high school graduates.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"16 1","pages":"493-515"},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43290877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Net price calculators (NPCs) are online tools designed to increase transparency in college pricing by presenting students with individualized estimates of net prices to attend a given postsecondary institution. The federal template NPC predicts identical aid awards for similarly profiled students attending the same institution. Using the 2012 National Postsecondary Student Aid Survey, we use regression analysis to assess variation in actual financial aid awards among students predicted by the federal template NPC to receive identical awards. We find estimated aid, derived from the federal template NPC, accounts for 70 percent of the variation in actual grant aid received by students. We then consider modifications to the federal template NPC that include an additional upper-income bracket option and indicators of both high school grade point average and Free Application for Federal Student Aid filing time. These modifications explain an additional 16 percentage points, or more than half, of the unexplained variation in actual grant aid awards across all institutional sectors. These findings are especially relevant as legislators consider policy efforts to bring greater transparency to college cost and pricing, including creating a universal NPC in which prospective students can enter information once to receive net price estimates at any institution.
{"title":"How Big is the Ballpark? Assessing Variation in Grant Aid Awards within Net Price Calculator Student Profiles","authors":"Aaron M. Anthony, Lindsay C. Page","doi":"10.1162/edfp_a_00353","DOIUrl":"https://doi.org/10.1162/edfp_a_00353","url":null,"abstract":"Abstract Net price calculators (NPCs) are online tools designed to increase transparency in college pricing by presenting students with individualized estimates of net prices to attend a given postsecondary institution. The federal template NPC predicts identical aid awards for similarly profiled students attending the same institution. Using the 2012 National Postsecondary Student Aid Survey, we use regression analysis to assess variation in actual financial aid awards among students predicted by the federal template NPC to receive identical awards. We find estimated aid, derived from the federal template NPC, accounts for 70 percent of the variation in actual grant aid received by students. We then consider modifications to the federal template NPC that include an additional upper-income bracket option and indicators of both high school grade point average and Free Application for Federal Student Aid filing time. These modifications explain an additional 16 percentage points, or more than half, of the unexplained variation in actual grant aid awards across all institutional sectors. These findings are especially relevant as legislators consider policy efforts to bring greater transparency to college cost and pricing, including creating a universal NPC in which prospective students can enter information once to receive net price estimates at any institution.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"16 1","pages":"716-726"},"PeriodicalIF":2.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47689395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examines the hypothesis that having an older sister causes one to perform relatively better at reading. For the analysis, a cross-subject analysis is conducted to examine a student's relative reading test score (reading test score minus math test score) based on older sibling gender. We found that a student's relative reading test score is larger when the student has an older sister than when he or she has an older brother. Further analyses show that although conversation frequency does not vary based on older sibling gender, siblings are more likely to talk about studying, career paths, or school life when an older sibling is a sister than when an older sibling is a brother.
{"title":"Sibling Gender Effects on Test Scores","authors":"Hyunkuk Cho","doi":"10.1162/edfp_a_00352","DOIUrl":"https://doi.org/10.1162/edfp_a_00352","url":null,"abstract":"Abstract This study examines the hypothesis that having an older sister causes one to perform relatively better at reading. For the analysis, a cross-subject analysis is conducted to examine a student's relative reading test score (reading test score minus math test score) based on older sibling gender. We found that a student's relative reading test score is larger when the student has an older sister than when he or she has an older brother. Further analyses show that although conversation frequency does not vary based on older sibling gender, siblings are more likely to talk about studying, career paths, or school life when an older sibling is a sister than when an older sibling is a brother.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"423-441"},"PeriodicalIF":2.1,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46677740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kaitlin P. Anderson, Joshua M. Cowen, Katharine O. Strunk
Abstract Over the past decade, many states enacted substantial reforms to teacher-related laws and policies. In Michigan, the state legislature implemented requirements for teacher evaluation based partly on student achievement, reduced tenure protections, and restricted the scope of teacher collective bargaining. Some teacher advocates view such reform as a “war on teachers,” but proponents argue these policies may have enabled personnel decisions that positively impact student performance. Evidence on this debate remains limited. In this study, we use detailed administrative data from all Michigan traditional public schools from 2005–06 to 2014–15. We estimate event study models exploiting the plausibly exogenous timing of collective bargaining agreement expirations. Across a variety of samples and specification checks, we find these reforms had generally null results, with some evidence of heterogeneity by cohort. We investigate several possible mechanisms and conclude that districts with more restrictive teacher contracts prior to reform and districts with more rigorous use of teacher evaluations experienced more positive impacts after reform exposure.
{"title":"The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan","authors":"Kaitlin P. Anderson, Joshua M. Cowen, Katharine O. Strunk","doi":"10.1162/edfp_a_00351","DOIUrl":"https://doi.org/10.1162/edfp_a_00351","url":null,"abstract":"Abstract Over the past decade, many states enacted substantial reforms to teacher-related laws and policies. In Michigan, the state legislature implemented requirements for teacher evaluation based partly on student achievement, reduced tenure protections, and restricted the scope of teacher collective bargaining. Some teacher advocates view such reform as a “war on teachers,” but proponents argue these policies may have enabled personnel decisions that positively impact student performance. Evidence on this debate remains limited. In this study, we use detailed administrative data from all Michigan traditional public schools from 2005–06 to 2014–15. We estimate event study models exploiting the plausibly exogenous timing of collective bargaining agreement expirations. Across a variety of samples and specification checks, we find these reforms had generally null results, with some evidence of heterogeneity by cohort. We investigate several possible mechanisms and conclude that districts with more restrictive teacher contracts prior to reform and districts with more rigorous use of teacher evaluations experienced more positive impacts after reform exposure.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"666-692"},"PeriodicalIF":2.1,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We estimate the direct and indirect effects of recruitment bonuses paid to teachers working in rural schools in Peru on their retention and student learning. This is the first study to estimate the indirect effects of a bonus aimed at attracting teachers to disadvantaged schools. This is important for assessing whether the incentive has improved the distribution of teaching resources and for estimating the direct effect without bias. We exploit the exogenous variation produced in the size of the bonus by the rule used to classify rural schools, and allow ineligible schools to be affected if they have an eligible school nearby. We find the bonus produces positive direct effects on teacher retention but also a negative spillover on the probability of filling teacher vacancies in neighboring schools. This spillover indicates that the bonus is redistributing resources between equally disadvantaged schools. We also find that the bonus has no direct effects on student learning and produces a positive spillover on the scores of students in neighboring schools. We argue these results are due to the poor pedagogical skills of the teachers being mobilized by the scheme. A reasonable policy alternative is a scheme that targets talented teachers with larger bonuses.
{"title":"The Effect of Bonuses on Teacher Retention and Student Learning in Rural Schools: A Story of Spillovers","authors":"J. F. Castro, Bruno Esposito","doi":"10.1162/edfp_a_00348","DOIUrl":"https://doi.org/10.1162/edfp_a_00348","url":null,"abstract":"Abstract We estimate the direct and indirect effects of recruitment bonuses paid to teachers working in rural schools in Peru on their retention and student learning. This is the first study to estimate the indirect effects of a bonus aimed at attracting teachers to disadvantaged schools. This is important for assessing whether the incentive has improved the distribution of teaching resources and for estimating the direct effect without bias. We exploit the exogenous variation produced in the size of the bonus by the rule used to classify rural schools, and allow ineligible schools to be affected if they have an eligible school nearby. We find the bonus produces positive direct effects on teacher retention but also a negative spillover on the probability of filling teacher vacancies in neighboring schools. This spillover indicates that the bonus is redistributing resources between equally disadvantaged schools. We also find that the bonus has no direct effects on student learning and produces a positive spillover on the scores of students in neighboring schools. We argue these results are due to the poor pedagogical skills of the teachers being mobilized by the scheme. A reasonable policy alternative is a scheme that targets talented teachers with larger bonuses.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"693-718"},"PeriodicalIF":2.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46033759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zachary Mabel, Michael D. Hurwitz, M. Pender, B. White
Abstract Gaps in advanced high school coursework by socioeconomic status and geography persist in the United States, even among students with the ability and access to succeed in them. Lack of information on course availability and inaccurate self-perceptions may contribute to these inequities. We report on a large-scale experiment designed to increase Advanced Placement (AP) participation among underrepresented minority students and students attending rural high schools. Students and parents assigned to treatment received personalized outreach via multiple communication channels about AP classes offered at their high school in which they demonstrated potential to succeed. Outreach increased the probability of AP Exam participation in subjects in which students demonstrated potential to succeed by 1.1 percentage points, a 2.5 percent increase over the control group rate. This, in turn, increased the probability that students scored 3 or higher on those AP Exams by 0.5 percentage point, a 1.4 percent increase over the control group rate. Intervention effects were concentrated among underrepresented minority students attending nonrural schools and relatively less academically prepared students. The findings indicate that personalized course recommendations can increase equity in advanced high school course participation; however, designing outreach campaigns at scale that engage students is a crucial challenge to their efficacy.
{"title":"The Effects of Delivering Personalized Course Recommendations at Scale on Advanced Placement Participation and Performance","authors":"Zachary Mabel, Michael D. Hurwitz, M. Pender, B. White","doi":"10.1162/edfp_a_00355","DOIUrl":"https://doi.org/10.1162/edfp_a_00355","url":null,"abstract":"Abstract Gaps in advanced high school coursework by socioeconomic status and geography persist in the United States, even among students with the ability and access to succeed in them. Lack of information on course availability and inaccurate self-perceptions may contribute to these inequities. We report on a large-scale experiment designed to increase Advanced Placement (AP) participation among underrepresented minority students and students attending rural high schools. Students and parents assigned to treatment received personalized outreach via multiple communication channels about AP classes offered at their high school in which they demonstrated potential to succeed. Outreach increased the probability of AP Exam participation in subjects in which students demonstrated potential to succeed by 1.1 percentage points, a 2.5 percent increase over the control group rate. This, in turn, increased the probability that students scored 3 or higher on those AP Exams by 0.5 percentage point, a 1.4 percent increase over the control group rate. Intervention effects were concentrated among underrepresented minority students attending nonrural schools and relatively less academically prepared students. The findings indicate that personalized course recommendations can increase equity in advanced high school course participation; however, designing outreach campaigns at scale that engage students is a crucial challenge to their efficacy.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"74-96"},"PeriodicalIF":2.1,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper examines how the pandemic impacted the enrollment patterns, fields of study, and academic outcomes of students in the California Community College System, the largest higher-education system in the country. Enrollment dropped precipitously during the pandemic—the total number of enrolled students fell by 11 percent from Fall 2019 to Fall 2020 and by another 7 percent from Fall 2020 to Fall 2021. The California Community College system lost nearly 300,000 students over this period. Our analysis reveals that enrollment reductions were largest among black and Latinx students, and were larger among continuing students than first-time students. We find no evidence that having a large online presence prior to the pandemic protected colleges from these negative effects. Enrollment changes were substantial across a wide range of fields and were large for both vocational courses and academic courses that can be transferred to four-year institutions. In terms of course performance, changes in completion rates, withdrawal rates, and grades primarily occurred in the spring of 2020. These findings of the effects of the pandemic at community colleges have implications for policy, impending budgetary pressures, and future research.
{"title":"The Impact of COVID-19 on Community College Enrollment and Student Success: Evidence from California Administrative Data","authors":"G. Bulman, R. Fairlie","doi":"10.1162/edfp_a_00384","DOIUrl":"https://doi.org/10.1162/edfp_a_00384","url":null,"abstract":"Abstract This paper examines how the pandemic impacted the enrollment patterns, fields of study, and academic outcomes of students in the California Community College System, the largest higher-education system in the country. Enrollment dropped precipitously during the pandemic—the total number of enrolled students fell by 11 percent from Fall 2019 to Fall 2020 and by another 7 percent from Fall 2020 to Fall 2021. The California Community College system lost nearly 300,000 students over this period. Our analysis reveals that enrollment reductions were largest among black and Latinx students, and were larger among continuing students than first-time students. We find no evidence that having a large online presence prior to the pandemic protected colleges from these negative effects. Enrollment changes were substantial across a wide range of fields and were large for both vocational courses and academic courses that can be transferred to four-year institutions. In terms of course performance, changes in completion rates, withdrawal rates, and grades primarily occurred in the spring of 2020. These findings of the effects of the pandemic at community colleges have implications for policy, impending budgetary pressures, and future research.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"745-764"},"PeriodicalIF":2.1,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46972613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We examine how funding for public school facilities varies with school district property wealth and household income. Using data on school facility (i.e., capital) funding in California from fiscal years 1986–87 to 2015–16, we find that funding for school construction and modernization varies widely across districts. Disparities in funding are driven primarily by interdistrict differences in property wealth, with the highest property wealth districts raising considerably more funding for school facilities. Assessed value per pupil in California is also negatively correlated with the share of disadvantaged students and students of color. As a result, school facility funding tends to be substantially lower in districts with the highest concentrations of disadvantaged students and students of color.
{"title":"How Much Does Public School Facility Funding Depend on Property Wealth?","authors":"E. Brunner, David J. Schwegman, J. Vincent","doi":"10.1162/edfp_a_00346","DOIUrl":"https://doi.org/10.1162/edfp_a_00346","url":null,"abstract":"Abstract We examine how funding for public school facilities varies with school district property wealth and household income. Using data on school facility (i.e., capital) funding in California from fiscal years 1986–87 to 2015–16, we find that funding for school construction and modernization varies widely across districts. Disparities in funding are driven primarily by interdistrict differences in property wealth, with the highest property wealth districts raising considerably more funding for school facilities. Assessed value per pupil in California is also negatively correlated with the share of disadvantaged students and students of color. As a result, school facility funding tends to be substantially lower in districts with the highest concentrations of disadvantaged students and students of color.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"25-51"},"PeriodicalIF":2.1,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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