Local Responses to Federal Grants: Evidence from the Introduction of Title I in the South

Cascio, Elizabeth; Gordon, Nora; Reber, Sarah

doi:10.1257/pol.5.3.126

Cited by 63 publications

(43 citation statements)

References 37 publications

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“…However, as found in other recent studies (e.g., Cascio, Gordon, and Reber 2013), it also provides evidence that local government responses to state or federal education policies can result in benefits accruing to students who may not have been the intended beneficiaries of the policy.…”

supporting

confidence: 75%

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

Hyman¹

2017

American Economic Journal: Economic Policy

111

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G overnment spending on primary and secondary education accounts for 4.3 percent of US GDP (National Center for Education Statistics 2013). Despite this large government investment, it remains unknown whether education spending improves students' long-run outcomes. One difficulty in answering this question is the lack of plausibly exogenous variation in spending. A second challenge is the necessity of high quality administrative data with which to track students over time, and especially past high school graduation.An extensive literature has solved the first challenge by exploiting plausibly exogenous changes in education spending due to school finance reform. Throughout the latter half of the twentieth century, dozens of states reformed education financing with the goal of reducing inequalities in education by equalizing spending across school districts. These reforms generally succeeded in (at least partially) equalizing spending between poor and rich school districts (Downes 1992; Murray,

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supporting

confidence: 75%

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

Hyman¹

2017

American Economic Journal: Economic Policy

111

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“…They find that extra transfers increased public spending by about 20%, although no evidence of crowding out own revenue is observed. Cascio et al (2013) estimate the local responses of the introduction of the Title I of the 1965 Elementary and Secondary Education Act in the USA, a large federal grants program designed to increase poor students' educational services and achievement. The authors derive DiD estimators from a research approach that combines variation in the program's intensity across school districts with the timing of the program's introduction.…”

Section: Effects Of Innovations In Grantsmentioning

confidence: 99%

The Empirics of the Municipal Fiscal Adjustment

Martín-Rodríguez

Ogawa

2016

Journal of Economic Surveys

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We summarize the literature that uses the vector error‐correction model approach to analyze the dynamics of the municipal fiscal adjustment. The international comparison between samples collected from entire countries and specific regions reveals interesting similarities, but also remarkable differences. The main similarities are the fulfillment of the intertemporal budget constraint, the volatility of the budgetary components, and the importance of the intergovernmental transfers as an adjustment instrument. The most remarkable difference is the preponderant role of the own revenues in the USA, probably reflecting the larger fiscal autonomy of US municipalities. In most cases, the large municipalities seem to be more dependent on grants than their small counterparts, although this pattern is broken in Japan. Finally, partial evidence supporting the existence of moral hazard problems and the flypaper effect is provided.

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“…Adding funds in a given year may seem like an advantage to the Title I programs, but those gains were often offset by subsequent reductions in local taxes for education (Gordon 2004 ;Cascio, Gordon, and Reber 2013 ).…”

Section: The Challenges Of Title I: the Early Yearsmentioning

confidence: 99%

Federalism and Inequality in Education: What Can History Tell Us?

Kaestle

2016

The Dynamics of Opportunity in America

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This chapter assesses the history of government efforts in the United States to enhance opportunity in education and to suggest lessons from the past. We focus primarily on federal policy, keeping in mind that solutions must depend upon successfully blending the resources and prerogatives of the federal government, the states, and local school districts. This chapter takes a chronological look, starting at free public education's onset to provide a foundation for the problems of inequality we face today. It then moves through the expanding federal role in the post-World War II years, followed by the battles over desegregation and the focus on providing resources to disadvantaged students. It then discusses standards-based reform, with a focus on how we arrived at the No Child Left Behind law and the issues surrounding the Common Core. Title I of the Elementary and Secondary Education Act, which targets impoverished students, is reviewed in detail. The lack of connection between Title I assignments and family income level, as well as lack of connection between Title I assignment and performance on the National Assessment of Academic Progress (NAEP), renders research results inconclusive in judging Title I's effects, but given that NAEP does show increasing average scores for Black and Hispanic students as well as declining gaps between those groups and White students, the evidence is suffi cient that the program should be continued and improved. The chapter concludes by drawing some generalizations about the federalist governance system and its relation to educational equity and offers suggestions on ways to move forward, including changes regarding Title I and the federal role in education.

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Local Responses to Federal Grants: Evidence from the Introduction of Title I in the South

Cited by 63 publications

References 37 publications

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

The Empirics of the Municipal Fiscal Adjustment

Federalism and Inequality in Education: What Can History Tell Us?

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