Efficient and Equitable Delivery of Education in a District-Based Public School System

在地区公立学校系统中高效、公平地提供教育

• 批准号: 9905706
• 负责人: Thomas Nechyba
• 金额: $ 7.84万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-07-15 至 2000-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9905706&HistoricalAwards=false
• 关键词: Efficient; Equitable; Delivery; Education; District

AbstractSBR-9905706Public education in most of the United States is provided through district-based public school systems in which a household's residence determines which public school its child is eligible to attend. This differs dramatically from non-district based public school systems observed in other countries and often results in a bundling of housing/neighborhood and school quality choices for most households. Furthermore, as is well-known, dramatic differences in public school qualities across districts often emerge in this system even if (as in California) financial resources per pupil have been largely equalized. These quality differences are likely to be due to other factors such as peer effects which, even in a state financed system, differ dramatically across districts.Aside from the obvious equity concerns often raised in courtrooms and policy circles, the nature of district-based school systems gives rise to two distinct types of inefficiencies. First, the bundling of housing and school service choices entailed in such a system may force households whose demands for education are high (low) and whose demands for housing are low (high) to over-consume (under-consume) housing or alternatively under-consume (over-consume) education services, and some low income households may be completely priced out of good school districts. Second, the distribution of student types across public and private schools in district-based systems is far from uniform and may, depending on how peer effects operate, give rise to inefficient mixing of students.This research program is therefore intended to investigate these sources of inefficiencies and inequities inherent in district-based public school systems. It merges insights from economic models of education into a well-developed local public finance literature to generate a comprehensive framework in which parents choose where to live, where to send their children to school and how to vote in elections over education issues. Furthermore, it allows for a wide variety of housing/neighborhood structures and state school finance policies which can be calibrated to readily available data. This model will be used both to identify and quantify the inefficiencies and inequities in district-based public school systems and to discriminate between various policy alternatives. Such alternatives include different types of state aid programs, private school vouchers, and more radical policies such as a switch to non-district based public school systems.

美国大部分地区的公立教育是通过以学区为基础的公立学校系统提供的，在这种系统中，家庭的居住地决定了其孩子有资格进入哪所公立学校。这与其他国家以非学区为基础的公立学校制度有很大不同，往往导致大多数家庭的住房/社区和学校质量选择捆绑在一起。此外，众所周知，在这个系统中，不同学区公立学校质量的巨大差异经常出现在这个系统中，即使(像在加利福尼亚州)每个学生的财力已经基本均等。这些质量差异很可能是由于其他因素，如同行效应，即使在国家资助的系统中，不同地区的差异也很大。除了法庭和政策圈经常提出的明显的公平问题外，以地区为基础的学校系统的性质导致了两种截然不同的低效率。首先，这种制度带来的住房和学校服务选择捆绑在一起，可能会迫使对教育需求高(低)和对住房需求低(高)的家庭过度消费(消费不足)住房，或者消费不足(过度消费)教育服务，一些低收入家庭可能会完全被昂贵的价格赶出好的学区。其次，在基于学区的公立和私立学校中，学生类型的分布远远不统一，可能会导致低效的学生混合，这取决于同龄人效应的运作方式。因此，本研究计划旨在调查基于学区的公立学校系统固有的低效和不平等的根源。它将来自教育经济模型的见解融入了一部成熟的地方公共财政文献，以形成一个全面的框架，让父母选择住在哪里，把孩子送到哪里上学，以及如何在教育问题上的选举中投票。此外，它允许各种各样的住房/社区结构和州立学校财务政策，可以根据随时可用的数据进行校准。这一模型将用于确定和量化以学区为基础的公立学校系统中的低效和不公平现象，并区分各种政策选择。这些替代方案包括不同类型的州援助计划、私立学校代金券，以及更激进的政策，如转向非学区公立学校系统。