Paying for Progress: Conditional Grants and the Desegregation of Southern Schools
AbstractThis paper examines how a large conditional grants program influenced school desegregation in the American South. Exploiting newly collected archival data and quasi-experimental variation in potential per-pupil federal grants, we show that school districts with more at risk in 1966 were more likely to desegregate just enough to receive their funds. Although the program did not raise the exposure of blacks to whites like later court orders, districts with larger grants at risk in 1966 were less likely to be under court order through 1970, suggesting that tying federal funds to nondiscrimination reduced the burden of desegregation on federal courts. (c) 2010 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology..
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Bibliographic InfoArticle provided by MIT Press in its journal Quarterly Journal of Economics.
Volume (Year): 125 (2010)
Issue (Month): 1 (February)
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Other versions of this item:
- Elizabeth Cascio & Nora Gordon & Ethan Lewis & Sarah Reber, 2009. "Paying for Progress: Conditional Grants and the Desegregation of Southern Schools," NBER Working Papers 14869, National Bureau of Economic Research, Inc.
- H7 - Public Economics - - State and Local Government; Intergovernmental Relations
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
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- Ivo Bischoff & Frédéric Blaeschke, 2013. "Incentives and Influence Activities in the Public Sector: the Trade-off in Performance Budgeting and Conditional Grants," MAGKS Papers on Economics 201320, Philipps-Universität Marburg, Faculty of Business Administration and Economics, Department of Economics (Volkswirtschaftliche Abteilung).
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