School Spending and Student Achievement: New Evidence from Longitudinal Data
Public school spending has increased dramatically in the United States during the 20th century; concerns about growing wage inequality and slow growth in labor productivity have led many observers to call for even greater increases in such expenditures in the future. Yet despite the ongoing political and legal attention devoted to public school funding, the current research literature is quite unclear as to whether increases in spending will improve the academic achievement of students. Using student-level data from the National Educational Longitudinal Study (NELS), this paper provides some evidence to suggest that the ³state of the art² estimators used in previous studies may be misspecified, thus offering one explanation for the puzzling pattern of results found in the literature. The longitudinal structure of the NELS data is then exploited to produce new estimates. The findings imply that increases in resources, particularly for teacher salaries, lead to modest gains in student achievement. We also consider the economic implications of these estimates. Our rough benefit-cost calculations suggest that even interventions that produce modest achievement gains may produce net benefits to society.
To our knowledge, this item is not available for
download. To find whether it is available, there are three
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
|Date of creation:|
|Date of revision:|
|Contact details of provider:|| Postal: |
Web page: http://www.nwu.edu/IPR/publications/wpindex1.html
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:wop:nwuipr:98-4. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Thomas Krichel)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.