Did Spending Cuts during the Great Recession Really Cause Student Outcomes to Decline? EdWorkingPaper No. 20-303

Autor/inn/en	Goldstein, Jessica; McGee, Josh B.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Did Spending Cuts during the Great Recession Really Cause Student Outcomes to Decline? EdWorkingPaper No. 20-303
Quelle	(2020), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Budgeting; Retrenchment; Educational Finance; Economic Climate; Outcomes of Education; Academic Achievement; Educational Attainment; Expenditure per Student; Elementary Secondary Education; National Competency Tests; Grade 4; Grade 8; College Attendance; Graduation Rate; High School Graduates; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bildungsfonds; Wirtschaftslage; Lernleistung; Schulerfolg; Schulleistung; Bildungsabschluss; Bildungsgut; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin
Abstract	Jackson, Wigger, and Xiong (2020a, JWX) provide evidence that education spending reductions following the Great Recession had widespread negative impacts on student achievement and attainment. This paper describes our process of duplicating JWX and highlights a variety of tests we employ to investigate the nature and robustness of the relationship between school spending reductions and student outcomes. Though per-pupil expenditures undoubtedly shifted downward due to the Great Recession, contrary to JWX, our findings indicate there is not a clear and compelling story about the impact of those reductions on student achievement. Moreover, we find that the relationship between K-12 spending and college-going rates is likely confounded with contemporaneous higher education funding trends. While we believe that K-12 spending reductions may have negative impacts on student outcomes, our results suggest that estimating generalizable causal effects remains a significant challenge. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01