School Qualities, Education Policy, and the Distribution of Educational Benefits

学校质量、教育政策和教育利益分配

• 批准号: 9601207
• 负责人: Dennis Epple
• 金额: $ 28.84万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-11-01 至 1999-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9601207&HistoricalAwards=false
• 关键词: Qualities; Education; Policy; Distribution; Educational

Dennis Epple and Richard E. Romano Carnegie Mellon University SBR-9601207 This research will study public school policy from a theoretical perspective. A computational model paralleling the theoretical model is developed and used to explore properties of the model and investigate policy predictions. We compare outcomes in localities that have residency requirements (neighborhood schools) with outcomes where there is some degree of choice among public schools. Outcomes with costless choice among public schools will be contrasted to outcomes with costly exercise of public school choice (e.g. commuting costs). In practice, when school systems introducing choice programs, they often impose selection criteria for admission to various schools; the research will investigate how such "controlled choice" policies affect equilibrium outcomes. These neighborhood school and choice alternatives will be considered in environments with centralized school finance and with decentralized finance. We analyze settings with only public schools, then when there are both public and private school alternatives. The research characterizes the factors that determinate expenditures in all schools in all variations of the model. Public school expenditures will be determined by majority rule, exploiting our earlier work on voting over public provision when there are private alternatives. The model developed in this research has the following features. Students are characterized by an ability level and household income. A student's educational achievement is increasing in own ability, educational expenditure per student, and in the abilities of the student's classmates (a peer-group effect). The demand for educational achievement is increasing in the student's household income. The final part of the project will enhance the characterization of school quality to include faculty-student ratios and a hierarchy of faculty skills. The educational achievement function will be broadened to allow average faculty qu ality and faculty-student ratios to affect achievement. The utility function of faculty will depend on income, student quality, quality of faculty peers, and, possibility, the faculty/student ratio. This model will serve to permit analysis also of college and university education. We will investigate how alternative policies affect the achievement of students of varying ability and income levels, the distribution of students by ability and income across schools, the welfare of students, school taxes and expenditures, private school financial aid policies, the distribution of faculty by ability across schools, and determination of faculty salaries in all schools.

Dennis Epple和Richard E. Romano Carnegie Mellon University SBR-9601207这项研究将从理论的角度研究公立学校政策。 与理论模型平行的计算模型是开发并用于探索模型的属性并研究策略预测的。 我们将具有居住要求（邻里学校）的地区的结果与公立学校之间有一定选择的结果进行比较。公立学校中无价之选择的结果将与成果与昂贵的公立学校选择（例如通勤费用）形成鲜明对比。实际上，当学校系统介绍选择计划时，他们经常施加选择标准，以供各种学校入学；该研究将研究这种“受控选择”政策如何影响均衡结果。这些邻里学校和选择替代方案将在具有集中式学校金融和分散财务的环境中考虑。 我们只与公立学校分析设置，然后在有公立学校和私立学校的替代方案时。该研究是指确定模型所有变化中所有学校支出的因素。公立学校的支出将由多数统治决定，从而利用我们在有私人替代方案时对公共规定进行投票的工作。 这项研究中开发的模型具有以下功能。学生的特征是能力水平和家庭收入。学生的教育成就正在提高自己的能力，每个学生的教育支出以及学生的同学能力（同伴组效应）。对教育成就的需求正在增加学生的家庭收入。 该项目的最后一部分将增强学校质量的特征，包括教师比率和教师技能等级。教育成就的职能将扩大，以使平均教师和教师比例影响成就。教师的公用事业职能将取决于收入，学生质量，教职员工的质量以及教师/学生比例。该模型将允许对大学和大学教育进行分析。 我们将研究替代政策如何影响能力和收入水平的学生的成就，跨学校的能力和收入分配学生的分配，学生的福利，学校税和支出，私立学校经济援助政策，通过学校的能力分配教师的分配以及所有学校的教职薪金。