Collaborative Research with Joe Stone on Education Policy and Social Mobility: The Role of School Choice

与乔·斯通关于教育政策和社会流动性的合作研究：择校的作用

• 批准号: 9816629
• 负责人: David Figlio
• 金额: --
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-11-15 至 2001-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9816629&HistoricalAwards=false
• 关键词: Collaborative; Research; Joe; Stone; Education

During the past several decades, Federal and state governments have pursued redistributive policies aimed at fostering `equality of economic opportunity`-the idea that while people's incomes may vary, this variance should be due primarily to factors such as individual ability and effort, not to differences in circumstance. This goal has motivated both social welfare policies, as well as mandated school finance equalizations, where state courts or legislatures have sought to equalize school spending between richer and poorer school districts. Despite decades of redistributive policies, numerous empirical studies continue to find evidence of a substantial level of income persistence across generations, even after holding constant many individual characteristics. This proposed research will explore the redistributive effects of education policies, particularly those related to school finance. Specifically, we propose to address the following questions: How do specific types of education policies affect the student body composition across different types of public and private schools? Specifically, it will be determine how these education policies affect where children at different points of the income and ability distributions go to school. The consequences of three types of policies are analyzed: (1) those that affect local control of education finance (e.g. school finance equalizations or centralization of school spending); (2) those that influence the educational choices that students and their families make (e.g. private school vouchers, or increased public school competition); and (3) those that affect the provision of education within schools (e.g. teacher unionization, school size and ability tracking). How do these policies affect the distribution of teacher quality across different types of public and private schools? How do changes in student composition of schools and teacher quality affect the distribution of student outcomes, such as test scores? (That is, what are the redistributive consequences of these policies? And what can be inferred about the effect of education policies on social mobility.) To address these issues, three unique, extensive data sets are utilized, two with detailed individual level data with which it is possible to derive conclusions from a cross section, and also through panel type comparisons over time, and another panel data set with aggregate data concerning teacher quality and the student composition of schools.

在过去的几十年里，联邦政府和州政府一直在推行旨在促进“经济机会平等”的再分配政策，即尽管人们的收入可能会有所不同，但这种差异应主要归因于个人能力和努力等因素，而不是环境的差异。这一目标既推动了社会福利政策，也推动了强制性的学校财政均等化，即州法院或立法机构试图在富裕学区和贫困学区之间平衡学校支出。尽管实行了几十年的再分配政策，但大量的实证研究继续发现，即使在保持许多个人特征不变的情况下，代际收入的持久性仍然很高。这项拟议的研究将探讨教育政策的再分配效应，特别是那些与学校财政有关的政策。具体而言，我们建议解决以下问题：特定类型的教育政策如何影响不同类型的公立和私立学校的学生构成？具体来说，这将决定这些教育政策如何影响处于不同收入和能力分配点的儿童去哪里上学。本文分析了三类政策的后果：(1)影响地方对教育财政控制的政策（如学校财政均等化或学校支出的集中）；(2)影响学生及其家庭教育选择的因素（如私立学校代金券或公立学校竞争加剧）；(3)影响校内教育提供的因素（如教师工会、学校规模和能力跟踪）。这些政策如何影响不同类型公立和私立学校教师素质的分布？学校学生组成和教师素质的变化如何影响学生成绩的分布，如考试成绩？(也就是说，这些政策的再分配后果是什么？关于教育政策对社会流动性的影响，我们可以推断出什么？为了解决这些问题，使用了三个独特的、广泛的数据集，其中两个具有详细的个人水平数据，可以从横截面得出结论，也可以通过长期的面板类型比较，另一个面板数据集包含有关教师质量和学校学生组成的汇总数据。