To answer important questions about external validity, more publicly available data are needed. In addition, future studies should make an effort to collect measures similar to those in other data sets. Measure comparability between population data sets and randomized trials that use samples of convenience will greatly enhance the range of research and policy relevant questions that can be answered.
This article describes generational accounting (GA) with a focus on what it brings to the broader literature on generational equity. Our assessment suggests that the GA model has its limitations but is potentially useful in the hands of analysts who are familiar with both the strengths and limitations of the model. It is most useful when the focus is on dealing with intergenerational equity, but it is much less useful when the focus is on issues related to class, race, and other forms intragenerational equity. We conclude that when GA models are used to support calls for retrenchment of public spending on pensions and other social programs that target the older population, it makes sense to recognize that the potential benefits with respect to government debt and deficit reduction and reduced inequality in net tax burdens across age cohorts may come at the cost of increased intragenerational inequality for many workers and retirees
Large disparities in educational quality exist between cities and surrounding suburban school districts and are increasing between suburban districts—a trend that emerged over the past several decades and shows signs of growing. Using in-depth interviews, this study examines how children are sorted into different school districts across a metropolitan area. We find that the ideal educational arrangement for nearly all parents is to live in a neighborhood that guarantees access to neighborhood schools that meets their expectations, something we call the “package deal.” Parents look to the suburbs to achieve this ideal, but not all suburbs provide it. Metropolitan patterns of racial residential segregation, interact with families’ resources and constraints to reproduce racial inequalities in educational opportunities across suburban districts. Integrated approaches to housing and education policy are needed to address parents’ preference to couple residential and school choices and reduce growing suburban inequality.
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