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The production and market valuation ...

Chandan, Sameer.

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The production and market valuation of education: Essays in local public finance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The production and market valuation of education: Essays in local public finance./
作者:	Chandan, Sameer.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1036.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Economics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3125798

The production and market valuation of education: Essays in local public finance.
Chandan, Sameer.

The production and market valuation of education: Essays in local public finance. - 117 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1036.

Thesis (Ph.D.)--University of Pennsylvania, 2004.

Central to the education policy debate are the questions of how to improve student outcomes and how best to implement school reform. In addressing the first of these questions, the initial chapter of this thesis examines the causal role of students' classroom peer groups and teachers as determinants of achievement. Using a unique panel dataset from the School District of Philadelphia, students and teachers are matched to their classrooms, as well as to their schools and students' neighborhoods and homes. This matching allows for each student's characteristics, the characteristics of each classroom peer, and the characteristics of the classroom teacher to become measured determinants of achievement. To address the problem of endogenous classroom assignment, the empirical strategy exploits schools' information deficit for very young students and students entering from outside the District. The findings suggest that how students are grouped together is as important for achievement as the characteristics of their teachers.Subjects--Topical Terms:

1017424
Economics, General.

The production and market valuation of education: Essays in local public finance.
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500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 1036.
500 $a Adviser: Robert P. Inman.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 2004.
520 $a Central to the education policy debate are the questions of how to improve student outcomes and how best to implement school reform. In addressing the first of these questions, the initial chapter of this thesis examines the causal role of students' classroom peer groups and teachers as determinants of achievement. Using a unique panel dataset from the School District of Philadelphia, students and teachers are matched to their classrooms, as well as to their schools and students' neighborhoods and homes. This matching allows for each student's characteristics, the characteristics of each classroom peer, and the characteristics of the classroom teacher to become measured determinants of achievement. To address the problem of endogenous classroom assignment, the empirical strategy exploits schools' information deficit for very young students and students entering from outside the District. The findings suggest that how students are grouped together is as important for achievement as the characteristics of their teachers.
520 $a Addressing the policy debate surrounding school funding, the second chapter turns to the question of whether housing markets value spending on schools. In bypassing the education production function employed in the previous chapter and assessing spending through constant-quality house prices, identification challenges arise from unobserved neighborhood characteristics and the endogeneity of school budgets. Detailed budget data is used to separate out components of spending that are endogenous in student characteristics and potentially unrelated to quality measures of interest for homebuyers. The empirical strategy exploits institutional variation in "core" spending to measure capitalization, border dummies capture unobserved neighborhood characteristics. The principal finding is that spending is capitalized into house prices; the mean home price rises by approximately $5 with an additional $1 in core spending. A potentially perverse outcome of urban school reform, the finding suggests that increases in spending will impact affordability and the cost of access. While homeownership dynamics ensure that existing owners do not face this cost absent reassessment, the homeownership benefit is absent in rental markets dominated by lower-income households. To the extent that meaningful improvements in school quality are a policy priority, the implications of success for affordability should be considered carefully.
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