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 卡内基梅隆大学 SBR-9601207 这项研究将从理论角度研究公立学校政策。 开发了与理论模型并行的计算模型，并用于探索模型的属性并研究政策预测。 我们将有居住要求的地区（社区学校）的结果与公立学校有一定程度的选择的结果进行比较。公立学校无成本选择的结果将与公立学校选择成本高昂（例如通勤成本）的结果形成对比。在实践中，学校系统在引入选拔项目时，往往会对不同学校的录取施加选拔标准；该研究将调查这种“受控选择”政策如何影响均衡结果。这些邻里学校和选择方案将在学校财政集中和财政分散的环境中考虑。 我们分析只有公立学校的环境，然后分析同时存在公立和私立学校的情况。该研究描述了模型所有变体中决定所有学校支出的因素。公立学校的支出将由多数决定，利用我们之前在有私人替代方案时对公共拨款进行投票的工作。 本研究开发的模型具有以下特点。学生的特征是能力水平和家庭收入。学生的教育成就在自身能力、每个学生的教育支出以及学生同学的能力（同伴群体效应）方面不断提高。学生家庭收入对教育成就的需求不断增加。 该项目的最后部分将加强学校质量的描述，包括师生比例和教师技能等级。教育成就函数将扩大，使平均教师质量和师生比例影响成就。教师的效用函数将取决于收入、学生质量、教师同行的质量以及可能性、教师/学生比例。该模型也将有助于对学院和大学教育进行分析。 我们将研究替代政策如何影响不同能力和收入水平的学生的成绩、学生在学校中按能力和收入的分配、学生的福利、学校税收和支出、私立学校的财政援助政策、教师按能力和收入的分配跨学校的能力，以及所有学校教师工资的确定。