The Politics of Public Provision of Education

Levy, Gilat

doi:10.1162/003355305775097489

Cited by 78 publications

(80 citation statements)

References 22 publications

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“…Glomm and Ravikumar (2003), Levy (2005) and Di Gioacchino and Sabani (2009) investigate the relationship between inequality and public …nance of education in theoretical models. However, these papers do not consider positive externalities from education.…”

Section: Resultsmentioning

confidence: 99%

Democracy, redistributive taxation and the private provision of public goods

Markussen¹

2011

European Journal of Political Economy

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The paper studies in a simple, Downsian model of political competition how the private provision of public goods is a¤ected when it is embedded in a system of democracy and redistributive taxation. Results show that the positive e¤ect of inequality on public goods production, which Olson (1965) pointed to, is weakened and might even be reversed in this context. Also, the median voter may choose a negative tax rate, even if he is poorer than the mean, in order to stimulate public goods production. The relevance of the model is illustrated with an application to the …nance of higher education.JEL Codes: D31, D7, H2, H41, I22

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Section: Resultsmentioning

confidence: 99%

Democracy, redistributive taxation and the private provision of public goods

Markussen¹

2011

European Journal of Political Economy

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“…If there were more instruments (say, because the level of funding of charter schools is an electoral issue) more challenging (and more interesting) political interactions involving education could be studied (as in, for example, Boldrin and Montes (2005) or Levy (2005)). …”

Section: Discussionmentioning

confidence: 99%

Motivation, Resources and the Organization of the School System

Albornoz¹,

Berlinski²,

Cabrales³

2016

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. This paper studies a model where student effort and talent interact with parental and teachers' investments, as well as with school system resources. The model is rich, yet sufficiently stylized to provide novel implications. It can show, for example, that an improvement in parental outside options will reduce parental and school effort, which are partially compensated through school resources. In this way, by incorporating the behavioral responses of parents, teachers and policymakers, the paper provides a rationale for the existing ambiguous empirical evidence on the effect of school resources. The paper also provides a novel microfoundation for peer effects, with empirical implications for welfare and different education policies.JEL classifications: I20, I21, I28, J24

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“…40 See Levy (2005) for an example of the subtle interaction between different types of groups and education provision in a political economy context.…”

Section: Lemmamentioning

confidence: 99%

Immigration and the school system

2017

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This paper presents a tractable model to study the effect of immigration on host countries' school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on "parental motivation" (parents' concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students;We thank Paula Calvo for excellent research assistance. We thank Roberto Burguet, Jesus (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition.

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The Politics of Public Provision of Education

Cited by 78 publications

References 22 publications

Democracy, redistributive taxation and the private provision of public goods

Democracy, redistributive taxation and the private provision of public goods

Motivation, Resources and the Organization of the School System

Immigration and the school system

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