Revealing Failures in the History of School Finance. NBER Working Paper No. 15491

Autor/in	Lindert, Peter H.
Institution	National Bureau of Economic Research
Titel	Revealing Failures in the History of School Finance. NBER Working Paper No. 15491
Quelle	(2009), (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Finance; Foreign Countries; Tax Allocation; Mass Instruction; Public Education; Educational History; Politics of Education; Resource Allocation; Expenditures; Financial Support; Government Role; Educational Equity (Finance); Social Influences; Developing Nations; Poverty; Socioeconomic Influences; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Bildungsfonds; Ausland; Steuerentlastung; Öffentliche Erziehung; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Ressourcenallokation; Ausgaben; Finanzielle Förderung; Sozialer Einfluss; Developing country; Developing countries; Entwicklungsland; Armut; Sozioökonomischer Faktor
Abstract	This essay proposes a set of non-econometric tests using data on wage structure, school resource costs, public expenditures, taxes, and rates of return to explain anomalies in which richer political units deliver less education than poorer ones. Both the anomalies of education history, and its less surprising contrasts, fit broad patterns that can be revealed and partially explained using low-tech methods. Over most of human history, contrasts in the output of education were driven mainly by contrasts in the supply of tax support for mass education. Exogenous influences on the demand for, and the private supply of, education played only lesser roles. Pro-growth public education could have emerged a century or two earlier than it did, had the leading countries of Western Europe mustered the political will to fund it. Government underinvestment in mass education is demonstrated for England and Wales between 1717 and 1891. Differences in political support still account for most of today's education anomalies where the contrasts involve less developed regions. In today's highest-income settings, however, differences in tax funding lose their previous explanatory power. The postwar shift away from strong effects of school resources calls for a renewed introduction of historical context into the "does money matter" debate. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10