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

Autor/in	Rauscher, Emily
Titel	Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status
Quelle	In: Sociology of Education, 93 (2020) 2, S.110-131 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rauscher, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040719892577
Schlagwörter	School Districts; Bond Issues; Socioeconomic Status; Academic Achievement; Educational Finance; School Budget Elections; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Schulleistung; Bildungsfonds; Kalifornien
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01