Impacts of new school facility construction: An analysis of a state-financed capital subsidy program in Ohio

Conlin, Michael; Thompson, Paul N.

doi:10.1016/j.econedurev.2017.05.002

Cited by 41 publications

(37 citation statements)

References 15 publications

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“…Foremost is instructional spending. Class size and teacher quality have long been implicated in the debates over what type of spending matters (e.g., Cellini et al, 2010;Conlin & Thompson, 2017), and both small classes and employing high-quality teachers cost more money. Increases 3 in instructional spending (e.g., class size) may play a role in the positive relationship between desegregation and Black student outcomes (Johnson, 2011;Reber, 2010).…”

Section: School Spending and Student Outcomesmentioning

confidence: 99%

Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures

Sosina

Weathers

2019

AERA Open

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Recent causal evidence connects levels of per pupil spending and short- and long-term student outcomes. This evidence further suggests that specific types of spending may mediate the relationship between expenditures and student outcomes. Yet race remains related to funding disparities and schooling experiences in ways that raise concerns about the role of school finance in perpetuating racial opportunity gaps. We explore this potential source of educational inequality by asking how racial segregation and racial socioeconomic disparities are related to racial disparities in school district spending over time. We use 15 years of data from the School Funding Fairness Data System on school district expenditures and demographics to explore patterns of racial/ethnic segregation and racial/ethnic disparities across six categories of per pupil expenditures. We find that changes in racial/ethnic segregation within a state from 1999 through 2013 are associated with racial/ethnic disparities in spending, even after accounting for disparities in poverty.

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Section: School Spending and Student Outcomesmentioning

confidence: 99%

Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures

Sosina

Weathers

2019

AERA Open

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“…Although theory predicts a relationship between the quality of school facilities and achievement, empirical evidence is inconsistent (for reviews, see Gunter and Shao 2016; Hanushek 1997). Some research finds a positive relationship between facility quality or capital expenditures and student achievement (Conlin and Thompson 2017; Duran-Narucki 2008; Hong and Zimmer 2016; Maxwell 2016; Neilson and Zimmerman 2014; Uline and Tschannen-Moran 2008; Welsh et al 2012). However, other research finds no relationship between achievement and facility quality (Picus et al 2005), even when applying regression discontinuity methods and examining lagged effects (Martorell et al 2016).…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…For example, despite overall null findings, Martorell and colleagues (2016) find some evidence of benefits for students from low-SES backgrounds. Furthermore, in some cases evidence of positive effects is based largely on relatively poor or low-SES districts (Conlin and Thompson 2017; Welsh et al 2012).…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

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Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status

Rauscher

2019

Sociol Educ

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Contradictory evidence of the relationship between education funding and student achievement could reflect heterogeneous effects by revenue source or student characteristics. This study examines potential heterogeneous effects of a particular type of local revenue—bond funds for capital investments—on achievement by socioeconomic status. Comparing California school districts within a narrow window on either side of the cutoff of voter support required to pass a general obligation bond measure, I use dynamic regression discontinuity models to estimate effects of passing a bond on academic achievement among low- and high-socioeconomic-status (SES) students. Results consistently suggest that passing a bond increases achievement among low- but not high-SES students. However, these benefits for low-SES students are delayed and emerge six years after an election. Effects are larger in low-income districts and in small districts, where benefits of capital investments are experienced by a larger proportion of students.

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“…The inadequate state of facility conditions is problematic because existing research findings generally note a positive association between school construction spending and academic achievement (Conlin & Thompson, ; Hong & Zimmer, ). While this correlation is important, it should also be noted that demographic factors have a major impact on school functioning.…”

Section: The Impact Of the Physical Environment At Schoolmentioning

confidence: 99%

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

Lamoreaux¹,

Sulkowski

2019

Psychology in the Schools

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In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.

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Impacts of new school facility construction: An analysis of a state-financed capital subsidy program in Ohio

Cited by 41 publications

References 15 publications

Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures

Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures

Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

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