Does School Choice Lead to Sorting? Evidence from Tiebout Variation

Urquiola, Miguel

doi:10.1257/0002828054825484

Cited by 79 publications

(51 citation statements)

References 19 publications

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“…The positive relationship between the number of options (schools and/or districts) available to families and their ability to sort has been the subject of several papers on the school choice debate, with Urquiola (2005) being a recent example. To take an extreme but empirically relevant example of this relationship, a community with only one high school will have a grade 9 cross-school variance of exactly zero for all variables.…”

Section: First-difference Regressions With Instrumental Variablesmentioning

confidence: 99%

Sorting and inequality in Canadian schools

Friesen

Krauth

2007

Journal of Public Economics

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A student's peers are often thought to influence his or her educational outcomes. If so, an unequal distribution of advantaged and disadvantaged students across schools ("sorting") in a community will amplify existing inequalities. This paper explores the relationship between the degree of sorting across schools within a community and educational inequality as measured by the variance of standardized high school exam scores within the community. Cross-sectional OLS estimates suggest that the variance of test scores is related to sorting by ethnicity, but not to sorting by income or parental education. We then implement two strategies for addressing endogeneity in the degree of sorting: a standard unobserved effects (first-difference) approach, and a first-difference/instrumental variables approach in which the structure of school choice (number and relative size of schools) is used to construct instruments for the degree of sorting. The results from both approaches indicate that the variance of test scores is related to sorting by home language and parental education, but not to sorting by income. Our results also suggest that reducing sorting would have little effect on inequality of outcomes in the typical Alberta community, but would have substantial effects in the larger cities.JEL codes: H75, I20

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Section: First-difference Regressions With Instrumental Variablesmentioning

confidence: 99%

Sorting and inequality in Canadian schools

Friesen

Krauth

2007

Journal of Public Economics

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“…Our focus aligns with research on how choice affects student assignment and sorting (Epple and Romano 1998;Urquiola 2005) rather than the competitive effects of choice on student achievement (Hoxby 2003;Rothstein 2006). Further, we concentrate on allocative efficiency, and only briefly examine subsequent achievement, a topic of several other studies (Abdulkadiroglu et al 2011;Deming et al 2014;Walters 2014;Neilson 2013).…”

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confidence: 94%

The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

Abdulkadiroğlu

Agarwal²,

Pathak³

2017

American Economic Review

116

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In recent years, market design theory has inspired dramatic changes in how children are assigned to public schools across numerous American cities and around the world. The first new system adopted was for placing eighth graders into high schools in New York City (NYC). NYC's new system has not only received widespread scientific and popular acclaim (Economic Sciences Prize Committee 2012; Tullis 2014; Roth 2015), but also became a template for reforms in other cities. 1 Despite widespread adoption of and apparent consensus on the value of market-design-inspired

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“…This paper contributes to a growing literature on the implications of choice and independent supply in education markets, including Manski (1992), Epple and Romano (1998), Nechyba (2003), Epple, Figlio and Romano (2004), Besley and Ghatak (2005), Urquiola (2005), Hsieh and Urquiola (2006), Rothstein (2006), Ferreyra (2007) and Epple and Romano (2008). While this literature has greatly improved our understanding on whether and how households sort between heterogeneous providers, comparatively little attention has been paid to how educational suppliers choose their location and quality.…”

Section: ;2mentioning

confidence: 96%

Entry and Quality Choices in Child Care Markets

Bastos

Cristia

2010

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractMany developing countries have adopted the market approach for expanding the supply of child care, but little is known about the economic behavior of independent providers. This paper draws on uniquely rich administrative data on child care centers and their inputs from São Paulo to examine the role of local household income in shaping the entry and quality choices of private suppliers. It documents three main facts: (1) entry rates are considerably higher in high-income districts; (2) the quality of provision-as measured by teachers' schooling, group size and equipment-is highly heterogeneous across space and increases systematically with local household income; and (3) a considerable share of centers operates below recommended (but not regulated) quality standards, especially in low-income districts. These ndings accord with a model in which heterogeneous providers optimally adjust the quality of care to the willingness to pay for quality of local consumers. Market-driven heterogeneity in the quality of provision across space is a key consideration for understanding the effect of regulations on the supply of child care.JEL Classi cations: D12, I21, I28, L21, L26, L51, O15 Keywords: Child care markets, Entry, Product quality, Minimum quality standards Acknowledgments We would like to thank, without implicating, Eric Verhoogen for very helpful comments on an earlier draft. We are also grateful to Joseph Hotz for graciously sharing with us the data on U.S. regulations and Lidia Ferraz from INEP for help with the Brazilian microdata. The views expressed in this paper are exclusively those of the authors and not those of the Inter-American Development Bank.

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Does School Choice Lead to Sorting? Evidence from Tiebout Variation

Cited by 79 publications

References 19 publications

Sorting and inequality in Canadian schools

Sorting and inequality in Canadian schools

The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

Entry and Quality Choices in Child Care Markets

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