Opportunities, costs and benefits : rethinking the education production function
- My dissertation incorporates both traditional and non-traditional approaches to the specification and estimation of the education production function. I pursue three related questions: I use normative philosophical methods to consider whether implications of equal opportunity and adequacy distributive principles are compatible with the basic and intuitive right that all students have claim to at least some educational resources to develop their abilities. If an incompatibility is found, this suggests that these paradigmatic distributive principle are in need of revision. I propose a method for estimating an achievement scale that is equal-interval with respect to benefit. I develop and implement survey experiments to estimate individual preferences for math and reading academic skills. This quantitative description allows for both between and within attribute comparisons, making it possible to determine, for example, whether a 10-point gain at the low end of the math scale is preferable to a 20-point gain at the high end of the reading scale. Such a scale can be used for cost-effectiveness evaluations. I (with Christopher Candelaria) provide new evidence about the effect of court-ordered finance reform on per-pupil revenues and graduation rates. We account for cross-sectional dependence and heterogeneity in the treated and counterfactual groups to estimate the effect of overturning a state's finance system. Seven years after reform, the highest poverty quartile in a treated state experienced a 4 to 12 percent increase in per-pupil spending and a 5 to 8 percentage point increase in graduation rates.
|Type of resource
|electronic; electronic resource; remote
|1 online resource.
|Stanford University, Graduate School of Education.
|Reardon, Sean F
|Reardon, Sean F
|Statement of responsibility
|Submitted to the Graduate School of Education.
|Thesis (Ph.D.)--Stanford University, 2016.
- © 2016 by Kenneth Aaron Shores
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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