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Accountability and Local Control: Response to Incentives with and without Authority over Resource Generation and Allocation

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Author Info

  • Susanna Loeb

    ()
    (School of Education, Stanford University)

  • Katharine Strunk

    ()
    (School of Education, Stanford University)

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    Abstract

    This article examines the interaction between school accountability and local control over revenue raising and resource allocation. In particular, it asks whether accountability policies are more or less effective at improving student outcomes in states with stronger local control. Local control is operationalized with multiple measures, including the percentage of education funding from categorical grants, state supreme court rulings overturning school finance systems, local entities' taxing authority, and principals' self-assessments of their ability to control school resources. Using the National Center for Education Statistics' Schools and Staffing Survey and National Assessment of Educational Progress, the article finds that accountability policies are more effective when there is greater local control. © 2007 American Education Finance Association

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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2007.2.1.10
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    Bibliographic Info

    Article provided by MIT Press in its journal Education Finance and Policy.

    Volume (Year): 2 (2007)
    Issue (Month): 1 (January)
    Pages: 10-39

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    Handle: RePEc:tpr:edfpol:v:2:y:2007:i:1:p:10-39

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    Web page: http://mitpress.mit.edu/journals/

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    Web: http://www.mitpressjournals.org/loi/edfp

    Related research

    Keywords: school accountability; revenue raising; resource allocation; education funding;

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    Cited by:
    1. Eric A. Hanushek & Susanne Link & Ludger Woessmann, 2011. "Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA," CESifo Working Paper Series 3648, CESifo Group Munich.

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