Fiscal and Education Spillovers from Charter School Expansion. CEP Discussion Paper No. 1577

Autor/inn/en	Ridley, Matthew; Terrier, Camille
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	Fiscal and Education Spillovers from Charter School Expansion. CEP Discussion Paper No. 1577
Quelle	(2018), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Charter Schools; Public Schools; Expenditure per Student; Educational Finance; Academic Achievement; Resource Allocation; Teacher Student Ratio; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Public school; Öffentliche Schule; Bildungsfonds; Schulleistung; Ressourcenallokation; Lehrer-Schüler-Relation; Master-Studiengang
Abstract	The fiscal and educational consequences of charter expansion for non-charter students are central issues in the debate over charter schools. Do charter schools drain resources and high-achieving peers from non-charter schools? This paper answers these questions using an empirical strategy that exploits a 2011 reform that lifted caps on charter schools for underperforming districts in Massachusetts. We use complementary synthetic control instrumental variables (IV-SC) and differences-in-differences instrumental variables (IV-DiD) estimators. The results suggest greater charter attendance increases per-pupil expenditures in traditional public schools and induces them to shift expenditure from support services to instruction and salaries. At the same time, charter expansion has a small positive effect on non-charter students' achievement. (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04