Does school spending matter? The new literature on an old question.

By C. Jackson. Confronting inequality: How policies and practices shape children's opportunities., 2018

155 citations recorded by the source corpus.

Social scientists have long sought to examine the causal impact of school spending on child outcomes. For a long time, the literature on this topic was largely descriptive so that it had been difficult to draw strong causal claims. However, there have been several recent studies in this space that employ larger data-sets and use quasi-experimental methods that allow for much more credible causal claims. Focusing on studies of students in the United States, this paper briefly discusses the older literature and highlights some of its limitations. It then describes a recent quasi-experimental literature on the impact of school spending on child outcomes, highlights some key papers, and presents a summary of the recent findings. Policy implications and areas for future research are discussed.

Subfields: Economics and Econometrics, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c435c6ca52239c165fa99f424075c7e0d5e9c9bf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. K. Rosinger
2. J. Ahn
3. M. Gopalan

In Education

1. K. Rosinger
2. J. Ahn
3. M. Gopalan
4. Santosh Mahapatra

In Safety Research

1. K. Rosinger
2. J. Ahn
3. M. Gopalan

Citations in the corpus

• Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges (2020, background): “More important, “how” money is spent matters even more, especially for students who were exposed to unequal school resources (also see Jackson, 2018, for a more immersive review on this topic). higher Education Since the mid-2000s, state legislators have increasingly implemented policies that link…”
• Do School Spending Cuts Matter? Evidence from the Great Recession (2018, unknown): “…(with expected graduation in 2008), Ec is 0, for those born in 1985 (with expected graduation in 2003), Ec is -5, and for those born in 15Indeed, Jackson (2018) finds that teacher impacts on test scores are much weaker predictors of their impacts on high school completion than teacher’s impacts…”