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Racial Context and Political Support for California School Taxes

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  • Jennifer M. Nations
  • Isaac W. Martin

Abstract

Objective To determine how racial context influences school districts’ ability to raise taxes and whether it is mitigated by racial context. Method Panel regression models are fit to a data set of 293 parcel tax measures and 967 California school districts from 1997 to 2010, including data on the racial composition of enrolled students, the district population, and the school board, with controls for features of the policy and the social, political, and economic context. Results School boards were least likely to propose new parcel taxes where there was a high percentage of Latinx students or a large gap between the percentage of white students and the percentage of white residents 65 and older. Once a tax was proposed, these and other measures of racial context had no measurable influence on the propensity of voters to approve it. Policy design influenced outcomes, but not by mitigating racial context. Conclusion Racial context affects whether school districts propose new taxes.

Suggested Citation

  • Jennifer M. Nations & Isaac W. Martin, 2020. "Racial Context and Political Support for California School Taxes," Social Science Quarterly, Southwestern Social Science Association, vol. 101(6), pages 2220-2237, October.
    • Handle: RePEc:bla:socsci:v:101:y:2020:i:6:p:2220-2237
    DOI: 10.1111/ssqu.12869
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    References listed on IDEAS

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    1. Rodney E. Hero & Morris E. Levy, 2018. "The Racial Structure of Inequality: Consequences for Welfare Policy in the United States," Social Science Quarterly, Southwestern Social Science Association, vol. 99(2), pages 459-472, June.
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    4. James S. Schlaffer, 2018. "Financing Public Education Facilities: The Role of Elderly Populations and Geographic Mobility," Social Science Quarterly, Southwestern Social Science Association, vol. 99(1), pages 118-135, March.
    5. Vladimir Kogan & Stéphane Lavertu & Zachary Peskowitz, 2018. "Election Timing, Electorate Composition, and Policy Outcomes: Evidence from School Districts," American Journal of Political Science, John Wiley & Sons, vol. 62(3), pages 637-651, July.
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