Opting out of publicly provided services: A majority voting result

Glomm, Gerhard; Ravikumar, B.

doi:10.1007/s003550050099

Cited by 101 publications

(80 citation statements)

References 5 publications

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“…To illustrate our …ndings, we use the model of Epple and Romano (1996) and Glomm and Ravikumar (1998) as our status quo education …nance regime. In that model, both public and private schools coexist.…”

Section: Introductionmentioning

confidence: 99%

Why do education vouchers fail at the ballot box?

Bearse

Cardak

Glomm

et al. 2013

European Journal of Political Economy

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We compare a uniform voucher regime against the status quo mix of public and private education, focusing on the distribtuion of welfare gains and losses across households by income. We argue that the topping-up option available under uniform vouchers is not su¢ ciently valuable for the poorer households, so the voucher regime is defeated at the polls. Our result depends critically on the opting-out feature in the current system.We are thankful for helpful comments from Marco Basetto,

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Section: Introductionmentioning

confidence: 99%

Why do education vouchers fail at the ballot box?

Bearse

Cardak

Glomm

et al. 2013

European Journal of Political Economy

Self Cite

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“…Employing information on the income distribution in each state, they find that there are some states in which introduction of a $1,000 voucher would permit lowering the tax rate without lowering public expenditure per student. 40 See also Glomm and Ravikumar (1998). 41 In a very similar model, assuming existence of majoritychoice equilibrium, Rangazas (1995) identified the tradeoffs in the public choice of expenditure in the public school for a given voucher.…”

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confidence: 99%

School Vouchers: A Survey of the Economics Literature

Epple

Romano

Urquiola

2017

Journal of Economic Literature

141

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We review the theoretical, computational, and empirical research on school vouchers, with a focus on the latter. Our assessment is that the evidence to date is not sufficient to warrant recommending that vouchers be adopted on a widespread basis; however, multiple positive findings support continued exploration. Specifically, the empirical research on small-scale programs does not suggest that awarding students a voucher is a systematically reliable way to improve educational outcomes, and some detrimental effects have been found. Nevertheless, in some settings, or for some subgroups or outcomes, vouchers can have a substantial positive effect on those who use them. Studies of large-scale voucher programs find student sorting as a result of their implementation, although of varying magnitude. Evidence on both small-scale and large-scale programs suggests that competition induced by vouchers leads public schools to improve. Moreover, research is making progress on understanding how vouchers may be designed to limit adverse effects from sorting, while preserving positive effects related to competition. Finally, our sense is that work originating in a single case (e.g., a given country) or in a single research approach (e.g., experimental designs) will not provide a full understanding of voucher effects; fairly wide-ranging empirical and theoretical work will be necessary to make progress. (JEL H52, H75, I21, I22, I28, O15)

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“…Several models consider the consequences of a private sector for education. Without trying to be exhaustive, see for example, Epple and Romano (1996), Glomm and Ravikumar (1998), Ireland (1990) or Stiglitz (1974). Secondly, we have agents who differ only in income, therefore we abstracted from peer group effects.…”

Section: Discussionmentioning

confidence: 99%