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Persistent inequality through schooling: the role of limited school capacity

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  • DEL REY, Elena

Abstract

Children of educated parents systematically perform better at school than children of uneducated parents. It is then natural, if the location of families in the city follows a socially stratified pattern, to observe differences in public school's performances even when they are identically financed. Free school choice is not enough to change this outcome. Capacity cannot be changed overnight and schools facing an excess demand may be forced to turn applications down. If the aim of the schoolis to maximize expected achievement of children, those from a less favored environment will be rejected first and segregation will increase. In order to overcome this negative result we propose a system of grants to disadvantaged children as a means to finance public schools.

Suggested Citation

  • DEL REY, Elena, 2001. "Persistent inequality through schooling: the role of limited school capacity," LIDAM Discussion Papers CORE 2001010, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
    • Handle: RePEc:cor:louvco:2001010
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    References listed on IDEAS

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    7. Fernandez, Raquel & Rogerson, Richard, 1997. "Keeping People Out: Income Distribution, Zoning, and the Quality of Public Education," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 38(1), pages 23-42, February.
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    Cited by:

    1. Benoit Lorel, 2009. "Higher education system, skill premium and welfare," Education Economics, Taylor & Francis Journals, vol. 17(4), pages 505-522.
    2. Del Rey, Elena, 2004. "Funding schools for greater equity," Regional Science and Urban Economics, Elsevier, vol. 34(2), pages 203-224, March.

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    Keywords

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    JEL classification:

    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid

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