Relevant bibliographies by topics / School: School of Economics and Finance

Academic literature on the topic 'School: School of Economics and Finance'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Economics and Finance"

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Hough, J. R. "Managing school finance." Economics of Education Review 5, no. 4 (January 1986): 435. http://dx.doi.org/10.1016/0272-7757(86)90062-2.

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Walstad, William B. "Economic Understanding in US High School Courses." American Economic Review 103, no. 3 (May 1, 2013): 659–63. http://dx.doi.org/10.1257/aer.103.3.659.

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The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.
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Hart, Cassandra M. D., and David N. Figlio. "School Accountability and School Choice: Effects on Student Selection across Schools." National Tax Journal 68, no. 3S (July 2015): 875–900. http://dx.doi.org/10.17310/ntj.2015.3s.07.

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Koning, Pierre, and Karen van der Wiel. "RANKING THE SCHOOLS: HOW SCHOOL-QUALITY INFORMATION AFFECTS SCHOOL CHOICE IN THE NETHERLANDS." Journal of the European Economic Association 11, no. 2 (April 2013): 466–93. http://dx.doi.org/10.1111/jeea.12005.

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RESCHOVSKY, ANDREW. "FISCAL EQUALIZATION AND SCHOOL FINANCE." National Tax Journal 47, no. 1 (March 1, 1994): 185–97. http://dx.doi.org/10.1086/ntj41789060.

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Downes, Thomas A., and David Schoeman. "School Finance Reform and Private School Enrollment: Evidence from California." Journal of Urban Economics 43, no. 3 (May 1998): 418–43. http://dx.doi.org/10.1006/juec.1997.2053.

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Zheng, Angela. "The Valuation of Local School Quality under School Choice." American Economic Journal: Economic Policy 14, no. 2 (May 1, 2022): 509–37. http://dx.doi.org/10.1257/pol.20200678.

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School choice programs break the link between residential location and school attendance, and should weaken the capitalization of school quality into house prices. For the first time, I quantify the effect of one such program—charter school expansions—across several states using a dataset covering charter entries and house prices. I embed an event study of charter entry into a boundary discontinuity design and find that, on average, school choice decreases the valuation of traditional schools by four percentage points. Suggestive evidence shows school choice can lead to neighborhood change through resorting as school boundaries become less important. (JEL H75, I21, I24, I28, R23, R31)
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Angrist, Joshua D., Parag A. Pathak, and Christopher R. Walters. "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics 5, no. 4 (October 1, 2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)
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Monarrez, Tomás, Brian Kisida, and Matthew Chingos. "The Effect of Charter Schools on School Segregation." American Economic Journal: Economic Policy 14, no. 1 (February 1, 2022): 301–40. http://dx.doi.org/10.1257/pol.20190682.

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We examine the impact of the expansion of charter schools on racial segregation in public schools, defined using multiple measures of racial sorting and isolation. Our research design utilizes between-grade differences in charter expansion within school systems and an instrumental variables approach leveraging charter school openings. Charter schools modestly increase school segregation for Black, Hispanic, Asian, and White students. On average, charters have caused a 6 percent decrease in the relative likelihood of Black and Hispanic students being exposed to schoolmates of other racial or ethnic groups. For metropolitan areas, our analysis reveals countervailing forces, as charters reduce segregation between districts. (JEL I21, I24, J15)
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Allen, Rebecca, and Simon Burgess. "Can School League Tables Help Parents Choose Schools?*." Fiscal Studies 32, no. 2 (June 2011): 245–61. http://dx.doi.org/10.1111/j.1475-5890.2011.00135.x.

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Dissertations / Theses on the topic "School: School of Economics and Finance"

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Sun, Lianqun. "How High School Records and ACT Scores Predict College Graduation." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6226.

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This thesis is based on the data analysis of a large public university’s admission and graduation records between 2006 and 2014. Probit regressions were applied to analyze the relationship between high school GPA, class rank, ACT scores, and Advanced Placement (AP) test credits, and college graduation. All of the aforementioned variables were found to be significant predictors to college graduation rates. In both controlled and uncontrolled models, class rank had the largest predictive magnitude power to college graduation compared to other variables at the same significance level, followed by high school GPA, ACT scores and AP credits. In reviewing data from ACT component scores, ACT English and ACT Math were the only significant predictors to college graduation. There was heterogeneity for these variables across race, sex and residency, but at different significance levels.
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Margo, Robert A. "Disenfranchisement, school finance, and the economics of segregated schools in the United States South, 1890-1910." New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/11785265.html.

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Sober, Tamara Leigh. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620921.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom.

Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

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Sober, Tamara L. "Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5033.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.
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Peters, Dennis L. "The Tennessee School Board Chairperson's Perception of School Accountability." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2764.

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The purpose of this study was to obtain and analyze information about the perceptions of local school board chairpersons in Tennessee toward school accountability. A questionnaire was designed to gather information from all school board chairpersons in the state of Tennessee. The questionnaire contained 32 attitudinal statements related to school accountability and 11 demographic questions about the chairpersons and the system they represent. The mean score, frequency, and percentage of the responses were computed and analyzed. The Kruskal-Wallis one-was ANOVA was computed to determine if significant differences existed in the mean score of the 32 attitudinal statements based on the 9 demographics which contained more than two subgroups. When only two subgroups were available in the demographics, or the Kruskal-Wallis identified that a significant difference did exist among the subgroups, the Mann-Whitney U - Wilcoxon Rank Sum W Test were computed. The Mann-Whitney U Test identified the differences and pinpointed the subgroups that did have significant differences. Findings derived from school board chairpersons' responses to the questionnaire: (1) Parents are responsible (99.1%) for getting children to attend school. (2) Schools should be equally funded (98.2%) before a school accountability program is implemented. (3) More research on value-added testing needs to be completed before teachers and principals are held accountable by test results. (4) Programs to improve attendance (86.7%) and graduation rates (85.7%) need to be implemented for all school systems. (5) School board chairpersons need more education concerning site-based management and how it relates to accountability.
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Corrigan, Bret. "Public School Finance and its Effect on the Quality of Education." Thesis, Boston College, 2008. http://hdl.handle.net/2345/544.

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Thesis advisor: Richard A. McGowan
This paper examines the discrepancies in the finance of public education across the United States in order to determine how particular funding schemes affect the quality and efficiency of education. Local governments have been the principal provider of funds for education in the past, but debate over equitable schooling for all students has led to several changes in the structure of education finance. In order to construct an encompassing measure of educational quality, a model based on Morgan and Morgan (2006) is used to assign each state a quality rating. Regression analysis helps establish the effect of various monetary variables on educational quality. There are clear patterns in the data which suggest that both the total amount of funds provided and the proportion of funds provided by each level of the government influence the quality of education. In addition, personal income and the percent of the population living below the poverty line prove to be key determinants of educational quality. It is my hope that this paper contributes to the work on the finance of public education and the work that aims to improve the quality of education in the United States
Thesis (BA) — Boston College, 2008
Submitted to: Boston College. College of Arts and Sciences
Discipline: Economics
Discipline: College Honors Program
Discipline: Economics Honors Program
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Dalehite, Ballard Esteban Gilberto. "School finance and local incentives are property tax abatements effective and do they influence the distribution of the tax base across school districts? /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167271.

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Thesis (Ph.D.)--Indiana University, School of Public and Environmental Affairs, 2005.
Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 1086. Chair: John L. Mikesell.
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Mitra, Romita. "Exploring Differences in School Quality Assurance Measures at Public, Private, and Public-Private Partnership Schools Using PISA Data:." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109065.

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Thesis advisor: Zhushan Li
Educational public private partnerships (PPP), referring to the shared delivery of education services by the government and private providers, have been increasing in recent decades, especially in low- and middle-income countries (LMIC). Yet to date, there has been limited research on their role in the education landscape, in part due to the difficulty of classifying PPP schools in large-scale datasets, which typically classify schools as either public or private. In addition, few studies have assessed PPPs and school quality assurance indicators typically associated with them. The study had two purposes. First, to explore the possibility of classifying PPP schools in a large-scale dataset using a statistical method. And second, to use these classifications to examine the differences between PPP, public, and private schools on school quality assurance measures, including but not limited to achievement. These analyses were performed using data from the Program for International Student Assessment (PISA), with schools from six of the global emerging economy countries: Brazil, China, Indonesia, Mexico, Russia and Turkey. Schools were classified using a two-step clustering method using funding and management variables. This revealed three good-quality clusters with a silhouette measure of cohesion and separation of 0.6 (IBM, 2015b; Wendler & Gröttrup, 2016). These were classified as public, private, and PPP based on the characteristics of each school type. With these classifications, the study assessed the relationship between school type and achievement in mathematics, science and reading, and 24 school quality assurance measures from PISA. The analyses controlled for school resources and socio-economic and cultural status. The study found that overall, PPP schools performed better than public schools on three indicators, and better than private schools on five indicators; public schools performed better than PPP schools on one outcome and better than private schools on three outcomes, although with mostly small effect sizes. Private schools did not outperform other school types on any outcome. A country wise analysis showed that these results differed by country. The study highlights the possibility of using two-step clustering to identify PPP schools, the effects of shared funding and management on school performance, and the importance of context in examining countries’ education policies
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Vernimb, Peter Jon. "Superintendent and School Board Relationships: Applying Leadership Strategies to Maintain Quality Public Schools During an Economic Recession." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/71694.

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This study describes the strategies that were employed by the Frederick County Public Schools Superintendent and the School Board to maintain instructional programming while assuring continued support for schools by the local governing body during the economic recession of 2007-2009. Despite reductions in state appropriations beginning in 2008 and continuing through 2011, division leaders worked closely with the county Board of Supervisors to support public schools and local governmental services, even as the local economy faltered. While other local governments annually reduced appropriations to schools, effort by the Frederick County School Board and its administrative leadership to foster a positive relationship with the Board of Supervisors led to only one operating fund reduction in fiscal year 2010, as the schools' share of the projected local revenue shortfall. This study describes those actions that promoted and improved trust between the School Board and the Board of Supervisors. This study addresses the following research questions: 1. What political and relationship factors contributed to maintaining level local funding in fiscal year 2010 and beyond by the local Board of Supervisors? 2. What strategies were employed by the School Board and division leadership to reduce operating expenditures and maintain quality education programs for all students? 3. How did State Fiscal Stabilization Funds provided under the American Reinvestment and Recovery Act influence decision making for fiscal year 2010? Some of the actions taken by the School Board and the Board of Supervisors may be representative of those steps taken to address revenue shortfalls by other Virginia local governments. However, each community has had unique financial challenges to overcome. Not all actions described will be generalizable to other communities. As economic uncertainty continues at the time of this study, the findings may foreshadow how public education will be supported in the future.
Ed. D.
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Rohlfs, Chris. "The US School Breakfast Program: short- and long-term academic effects." Oberlin College Honors Theses / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354888364.

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Books on the topic "School: School of Economics and Finance"

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Swanson, Austin D. School finance: Its economics and politics. 2nd ed. White Plains, N.Y: Longman Publishers, 1997.

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Swanson, Austin D. School finance: Its economics and politics. New York: Longman, 1991.

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Educational economics: Where do school funds go? Washington, D.C: Urban Institute Press, 2010.

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Schmieder-Ramirez, June H. School finance: A California perspective. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1993.

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Schmieder-Ramirez, June H. School finance: A California perspective. Dubuque, Iowa: Kendall/Hunt Co., 1992.

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Caldwell, Jean. Learning, earning and investing: High school. New York, NY: National Council on Economic Education, 2004.

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Don, Silver. High School Money Book. Los Angeles: Adams-Hall Publishing, 2006.

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Don, Silver. High school money book. Los Angeles: Adams-Hall Pub., 2007.

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Disenfranchisement, school finance, and the economics of segregated schools in the United States South, 1890-1910. New York: Garland, 1985.

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Hanushek, Eric Alan. Economic outcomes and school quality. Paris: Unesco, International Institute for Educational Planning, 2005.

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Book chapters on the topic "School: School of Economics and Finance"

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Giardina, Emilio, and Isidoro Mazza. "Public Choice, Economics of Institutions and the Italian School of Public Finance." In The Artful Economist, 51–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40637-4_4.

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Liu, Ji. "Economic Recession and School Finance: A Cross-National Study." In Education, Equity, Economy, 93–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_6.

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de la Torre, Ignacio. "The Saudi-Spanish Centre for Islamic Economics and Finance at IE Business School." In Islamic Finance in Western Higher Education, 257–59. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_21.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School." In The New Palgrave Dictionary of Economics, 694–700. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_263.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School." In The New Palgrave Dictionary of Economics, 1–7. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_263-1.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School." In The New Palgrave Dictionary of Economics, 1–8. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_263-2.

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Luque, Jaime. "School Choice." In Urban Land Economics, 105–8. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15320-9_18.

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Reder, M. W. "Chicago School." In The World of Economics, 40–50. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21315-3_7.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 133–37. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_752.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-7883-6_752-1.

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Conference papers on the topic "School: School of Economics and Finance"

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Urbanová, Eva, and Jana Marie Šafránková. "HIGH SCHOOL PRINCIPAL AS PROCESS MANAGER." In 16th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.016.012.

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Anastasopoulos, Dimitris, George Sarafoglou, and Eleni Tsami. "GAME BASED LEARNING “HUMAN BODY” IN GREEK PRIMARY SCHOOL STUDENTS." In 17th Economics & Finance Conference, Istanbul. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.017.002.

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Liwinski, Jacek. "ARE SCHOOL-PROVIDED SKILLS USEFUL AT WORK? RESULTS OF THE WILES TEST." In 7th Economics & Finance Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/efc.2017.007.011.

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Yuen, Andrew. "Blended learning in economics and finance courses at business school." In International Conference on New Approaches in Education. Global, 2019. http://dx.doi.org/10.33422/icnaeducation.2019.07.394.

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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.
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Subarno, Anton, and Amina Sukma Dewi. "The Challenge of Vocational High School Teachers in Indonesia." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.147.

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Sojanah, Janah, and Trianda Ferlinda. "Student Motivation and School Facilities as Determinants towards Student Learning Outcome." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.71.

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Hadijah, Hady Siti, Hendri Winata, and Real Alvika Fachrezy. "Effectiveness of Transformational Leadership and OCB at Vocational High School in Bandung." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.52.

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Sutarni, Nani, M. Arief Ramdhany, and Achmad Hufad. "Quadrant Model of Change Management at Vocational High School in West Java." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.70.

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Reports on the topic "School: School of Economics and Finance"

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Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20847.

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Handel, Danielle, and Eric Hanushek. U.S. School Finance: Resources and Outcomes. Cambridge, MA: National Bureau of Economic Research, December 2022. http://dx.doi.org/10.3386/w30769.

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Epple, Dennis, and Maria Marta Ferreyra. School Finance Reform: Assessing General Equilibrium Effects. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13524.

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Asker, Erdal, Eric Brunner, and Stephen Ross. The Impact of School Spending on Civic Engagement: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, December 2022. http://dx.doi.org/10.3386/w30711.

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Card, David, and A. Abigail Payne. School Finance Reform, the Distribution of School Spending, and the Distribution of SAT Scores. Cambridge, MA: National Bureau of Economic Research, October 1998. http://dx.doi.org/10.3386/w6766.

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Monnet, Eric, and François R. Velde. Money, Banking, and Old-School Historical Economics. Federal Reserve Bank of Chicago, 2020. http://dx.doi.org/10.21033/wp-2020-28.

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Odden, Allan. Redesigning School Finance Systems: Lessons from CPRE Research. Consortium for Policy Research in Education, February 2007. http://dx.doi.org/10.12698/cpre.2007.rb50.

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Hoxby, Caroline. All School Finance Equalizations Are Not Created Equal. Cambridge, MA: National Bureau of Economic Research, November 1998. http://dx.doi.org/10.3386/w6792.

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Lindert, Peter. Revealing Failures in the History of School Finance. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15491.

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Reber, Sarah. From Separate and Unequal to Integrated and Equal? School Desegregation and School Finance in Louisiana. Cambridge, MA: National Bureau of Economic Research, June 2007. http://dx.doi.org/10.3386/w13192.

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