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The marginal willingness to pay for ...

Flottemesch, Thomas Jerome.

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The marginal willingness to pay for education: Peer effects, provision, and school choice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The marginal willingness to pay for education: Peer effects, provision, and school choice./
作者:	Flottemesch, Thomas Jerome.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2579.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Economics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3096878

The marginal willingness to pay for education: Peer effects, provision, and school choice.
Flottemesch, Thomas Jerome.

The marginal willingness to pay for education: Peer effects, provision, and school choice. - 168 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2579.

Thesis (Ph.D.)--Washington State University, 2003.

This study focuses upon the role family preferences play in determining enrollment. Varieties of numerical, theoretical, and empirical tools are employed during the course of the analysis. The results lend insight into the potential impact of commonly considered market-based educational reforms.Subjects--Topical Terms:

1017424
Economics, General.

The marginal willingness to pay for education: Peer effects, provision, and school choice.
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245 1 4 $a The marginal willingness to pay for education: Peer effects, provision, and school choice.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2579.
500 $a Chair: Raymond G. Batina.
502 $a Thesis (Ph.D.)--Washington State University, 2003.
520 $a This study focuses upon the role family preferences play in determining enrollment. Varieties of numerical, theoretical, and empirical tools are employed during the course of the analysis. The results lend insight into the potential impact of commonly considered market-based educational reforms.
520 $a Preferences, ability, and opportunity are not homogenous across individuals or families. This heterogeneity leads to questions regarding the tradeoffs families are willing to make when deciding upon a school. A stylized model, calibrated to U.S. Census data, addresses this specific issue. Outcomes suggest an education market populated with heterogeneous families will segregate along lines of preference and ability leading to the possibility of selective, low quality schools able to mask poor provision with student ability.
520 $a A deeper theoretical treatment of the three most common market-based education reforms (privately funded vouchers, publicly funded vouchers, and open enrollment) further provides three predictions. One, private voucher policies may or may not improve public schools, but always lead to the best students leaving public schools for a private alternative. Two, publicly funded vouchers will lead to an increase in public school quality only if the program is of sufficient size and scope. Three, open enrollment policies lead to a segregation of public schools and will fail to improve their overall quality.
520 $a Empirical results suggest families value peer group as much as actual school quality. Further, families who seek to use vouchers are those whose students are already pre-disposed for educational success; and, of those, only the highest achieving students are accepted into the school of their choice. These findings, coupled with theoretical results suggest market-based reform initiatives such as public or privately funded vouchers will lead to a greater segregation of achievement and school quality along socio-economic lines and will generally fail to improve public school quality.
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