Consumers’ Valuation of Academic and Equality-inducing Aspects of School Performance in England
AbstractThis paper investigates the willingness of households to pay for academic and equality-inducing (deprivation-compensating) components of the Contextual Value Added (CVA) indicator of school quality used in England. Semi-parametric and parametric analysis shows that consumers are willing to pay for houses in the catchment area of primary and secondary schools with high academic achievement, as measured by the mean score; whereas, the component of the CVA indicating equality-inducing aspects of school performance is found to have a positive effect only on the price of houses in the catchment area of primary schools in London; its impact on the price of houses elsewhere is mostly negative. The role played by the CVA as a guide to choosing a school and the implications which our results can have for school funding are considered.
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Bibliographic InfoPaper provided by University of Cyprus Department of Economics in its series University of Cyprus Working Papers in Economics with number 09-2013.
Length: 25 pages
Date of creation: Jun 2013
Date of revision:
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Web page: http://www.econ.ucy.ac.cy
Consumer Valuation; Education Equality; School Performance; Hedonic Analysis; Contextual Value Added;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-06-24 (All new papers)
- NEP-EDU-2013-06-24 (Education)
- NEP-URE-2013-06-24 (Urban & Real Estate Economics)
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