How Can US Schools Desegregate After the End of Busing?

The end of busing of primary and secondary school students has been a major setback for integration of public schools in the USA. The purpose of this paper is not to offer an alternative to busing; regrettably, no obvious alternative stands out. Rather, it is to offer some social, legal and economic background to help the reader consider, and perhaps propose, realistic alternatives that would reduce both racial and economic segregation in our schools and society. The paper is divided into three sections. The first offers background information useful for better understanding and evaluating the end of busing and school resegregation. The second section focuses on an important parallel between racial and economic discrimination. The closing section introduces considerations important for anticipating reactions to, and the costs and benefits of, alternatives to busing for reintegrating schools, as well as several recommendations to which those considerations can be applied.

The existence of non-elite private schools

We provide an explanation to the puzzle of the existence of paid-for private schools that offer lower quality education than some tuition-free public alternatives. We consider a model of a city composed of two communities: the urban area and the suburbs. The suburban public school provides higher quality education at an implicit price: the higher tax burden plus a housing rent premium. If that price is high enough and the urban public school has a sufficiently low quality, intermediate income households live in the urban area and use a private school. Intermediate quality private schools, then, exist to serve these households' demand. Lower and higher income households use different quality public schools. Therefore, perfect income stratification across public and private education does not characterize this equilibrium.     

Class or caste? A study on the role of caste and wealth status in school choice decision

There is a strong political opinion in India in favour of replacing caste based affirmative action with an economic class based one. We contribute to this debate by looking at the interaction of caste and wealth in school choice. We show that too rich and too poor parents behave in the same way irrespective of their caste identities—rich parents sending their children to private schools while poor parents choosing public schools for their children. The caste identity, we find, plays a role for the school choice decision made by the parents belonging to the economic middle class. Among the economic middle class parents, the ones from the privileged castes send their children to private schools, while the children of the parents from the disadvantaged castes are sent to public schools. The result is robust to alternative definitions of privileged and disadvantaged castes. For school quality choice, however, we find a monotonic relationship between wealth and school quality.     

A New Economic Strategy for the USA: A Framework of Alternative Development Notions

This paper seeks to provide a new economic strategy for the United States while considering a range of development-related impediments to the country’s recent economic performance. It is argued here that strategic industrial policy needs to come to the center stage if local production growth, competency upgrading, and competitiveness improvement are to be aggressively pursued. The first section outlines the present context of the US economy by discussing economic and socio-cultural aspects. The second main section frames an alternative development paradigm for the United States. Policy recommendations are discussed in the third section. Some brief conclusions end the paper.     

The demand for primary schooling in Madagascar: Price,quality, and the choice between public and private providers

We estimate a discrete choice model of primary schooling and simulate policy alternatives for rural Madagascar. Among school quality factors, the results highlight the negative impacts on schooling demand of poor facility quality and the use of multigrade teaching (several grades being taught simultaneously by one teacher) in public schools. Simulations indicate the feasibility of reducing multigrade in public schools by adding teachers and classrooms, a policy that would lead to modest improvements in overall enrollments and would disproportionately benefit poor children. Given much higher price elasticities for poorer households, raising school fees to cover some of the additional costs would strongly counteract these favorable distributional outcomes. An alternative policy of consolidation of primary schools combined with multigrade reduction or other quality improvements is likely to be ineffective because of the strongly negative impact of distance to school.     

Maximising,Satisficing, Weights and the Evaluation of Macroeconomic Comparisons

The success or failure of macroeconomic policy over time and in comparison to other countries is an important item in political discussions. The present paper discusses the relative advantages and disadvantages of different forms of indices which aim at an aggregated picture for macroeconomic evaluations. Maximising, satisficing, and weights in multi-item indices are discussed on a principal level. In the final section a simple numerical example comparing different countries serves as an illustration of some of the main aspects. It is shown that alternative forms can yield important differences in ranking and offer alternative insights.     

The long‐term effects of forcible assimilation policy: The case of Indian boarding schools

For decades in North America and Australia, Indigenous children were forcibly removed from their homes and placed in boarding schools. These schools had the stated goal of cultural assimilation and are perceived as educational failures. I offer the first causal evidence on the long‐run effects of these schools. I identify these effects using the interaction of changes in Canadian national policy and regional variation in the power of the Catholic Church. I find that the average boarding school had substantial effects on both cultural and economic assimilation. However, I find suggestive evidence this is not true for highly abusive schools.     

The Ricardian equivalence hypothesis: evidence from Bangladesh

In this paper, a probabilistic discrete choice approach is used to examine the influence of economic and non-economic factors on the choice of medical specialty by new physicians. A two level nested logit model is estimated that relaxes the independence from irrelevant alternatives assumption, and allows for a potentially more realistic pattern of substitution across specialty choices. The results from this specification are compared to those obtained from joint and conditional logit models. The findings, which are relatively robust across models, indicate that economic incentives play an important role in the specialty choice process, in particular, expected hours worked and medical school indebtedness. Physician tastes for specialties also appear to have an important influence.     

Neighbourhood and Family Effects in Educational Progress

Increasing inequality in Australian cities has created the need for a deeper understanding of the interaction between spatial segmentation and economic outcomes. This paper offers a preliminary economic analysis of Australian neighbourhood externalities in the context of increasing segmentation. Theoretically, neighbourhoods can affect youths' economic out-comes through their effects on school quality, information flows, job networks, and demonstration effects. We utilise a new survey of 171 year 12 students in ten Melbourne high schools to examine the impact of individual, family, and neighbourhood characteristics on the decision to attend post-secondary education. It is shown that there exist neighbourhood externalities that affect human capital investment decisions. Finally, we offer some tentative implications for public policy.     

SCHOOL DISCIPLINE: A SOURCE OR SALVE FOR THE RACIAL ACHIEVEMENT GAP?*

Racial disparities in school discipline are believed to contribute to the persistent achievement gap between black and white students. In this article, I estimate the relationship between school discipline and achievement within a structural model, taking into account the spillover effects of disruptive behavior. I find that discipline has an overall positive influence on student performance and that the racial gap in discipline stemming from cross‐school variation in discipline policies is consistent with achievement maximization. Integrating schools can close both the discipline and achievement gaps; however, overall achievement is reduced since schools are less able to target their discipline policies.     

Durkheim's sociology,Simiand's positive political economy and the German historical school

During the nineteenth century, French political economy eluded the historical method. In the light of such context, the way Emile Durkheim and François Simiand interpreted the contribution of the German historical school is worth considering. Following Durkheim's sociological approach, Simiand occupies center stage when it comes to examining how much this historical method has to offer to ‘positive political economy’ considered as an alternative to ‘orthodox political economy’ and to the new conception of economic history which was finding its way through the Annales' school.     

Thoreau's economic philosophy

Abstract

This paper provides an encompassing portrayal of Thoreau's economic thought. It is analyzed against the background of the history of economic thought and the economic thinking of his time. Thoreau's economic thought is an extensive examination of the ideas of classical political economy, and particularly of Jean-Baptiste Say, and it is a fundamental critique thereof. Thoreau recognizes that some aspects and foundations of the modern conception of the economy lead to an alienation of the human being from itself as well as to an alienation from nature. I demonstrate that this critique is a result of Thoreau's specific approach to the economy, which, based on his particular understanding of the human being and his philosophy of nature, seeks the meaning of the economy for human life and for nature. In this philosophical approach, which I characterize as an economic philosophy, Thoreau's deeper defiance of classical political economy and his original place within the history of economic thought are grounded. It leads Thoreau to an alternative conception of an economy of moderation, which is identified and described in detail. I conclude with considerations on the potential meaning of Thoreau's thought for current economic research.     

Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa

This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8-11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates.     

The finance/innovation nexus in Schumpeterian analysis: theory and application to the case of U.S. trustified capitalism

Joseph Schumpeter built his theory of economic development around the interaction between the entrepreneur and the banker, representations of the underlying finance/innovation nexus. The neo-Schumpeterian revival has marginalized this theoretical element, in favor of an interpretation focused primarily on technological aspects of innovation. Recent attempts by innovation scholars to re-integrate the missing financial elements have been hindered by this theoretical gap. The purpose of this paper is to contribute to the recovery of the finance/innovation nexus in the context of Schumpeter’s theory by proposing an original institutional interpretation of the relationship between finance and the entrepreneurial function. The new approach identifies the economic role of innovation as dependent on the contextual form taken by the related funding process. Application of these concepts to the U.S. trustified capitalism experience allows for an alternative interpretation linking corporate internalization of innovation and financial repression. A Schumpeterian trilemma involving monetary capitalism, financial autonomy of the corporate sector and financial stability is revealed. The proposed framework provides a flexible theoretical background for the development of our understanding of the current capitalist regime, open to further integration with other schools of economic thought.     

CAN NO CHILD LEFT BEHIND CLOSE THE GAPS IN PASS RATES ON STANDARDIZED TESTS?

No Child Left Behind is the most recent federal legislation aimed at eliminating perceived achievement gaps across sociodemographic groups of students in the United States. This article quantifies the degree to which the worst-performing schools can be expected to narrow these gaps by increasing spending to purchase inputs according to better-performing schools. Using data on elementary schools in Illinois, the authors find that 30–50% of the gap is due to uncontrollable school characteristics, such as the racial composition of students. Characteristics that schools can control, such as hiring more teachers, account for 10–25% of the gap. (JEL I21 , I22 , I23 )     

Racial segregation and the black–white test score gap

Racial segregation is often blamed for some of the achievement gap between blacks and whites. We study the effects of school and neighborhood segregation on the relative SAT scores of black students across different metropolitan areas, using large microdata samples for the 1998–2001 test cohorts. Our models include detailed controls for the family background of individual test-takers, school-level controls for selective participation in the test, and city-level controls for racial composition, income, and region. We find robust evidence that the black–white test score gap is higher in more segregated cities. Holding constant family background and other factors, a shift from a highly segregated city to a nearly integrated city closes about one-quarter of the raw black–white gap in SAT scores. Specifications that distinguish between school and neighborhood segregation suggest that neighborhood segregation has a consistently negative impact while school segregation has no independent effect, though we cannot reject equality of the two effects. Additional tests indicate that much of the effect of neighborhood segregation operates through neighbors' incomes, not through race per se. Data on enrollment in honors courses suggest that within-school segregation increases when schools are more highly integrated, potentially offsetting the benefits of school desegregation and accounting for our findings.     

Charter school quality and parental decision making with school choice

Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control. Despite their conceptual appeal, analysis has been hindered by the selective nature of their student populations. This paper investigates the quality of charter schools in Texas in terms of mathematics and reading achievement and finds that average school quality in the charter sector is not significantly different from that in regular public schools after an initial start-up period but that there is considerable heterogeneity. Perhaps more important for policy, however, is the finding that the parental decision to exit a charter school is significantly related to school quality. The magnitude of this relationship is substantially larger than the relationship between the probability of exit and quality in the regular public school sector and consistent with the notion that the introduction of charter schools substantially reduces the transactions costs of switching schools.     

Competition between private and public schools: testing stratification and pricing predictions

When there are peer effects in education, private schools have an incentive to vary tuition to attract relatively able students. Epple and Romano [American Economic Review 88(1) (1998) 33] develop a general equilibrium model characterizing equilibrium pricing and student selection into schools when peer effects are present. The model predicts that competition will lead private schools to give tuition discounts to more able students, and that this will give rise to an equilibrium exhibiting stratification by income and ability between the public and private sectors and to a hierarchy of schools within the private sector. The model also yields a variety of comparative-static predictions. The predictions of the model are tested in this paper using a unique data set assembled by Figlio and Stone [Research in Labor Economics (1999) 115]. Tests of equilibrium predictions of the model reveal that: The propensity to attend private school increases with both income and ability, and, among private schools, the propensity to attend the highest-tuition schools rises with both income and ability. Within private schools, tuition declines with student ability, with a substantial number of even high-income households paying little or no tuition. The correlation between income and ability is greater in public than private schools. Tests of comparative static predictions of the model reveal that: Both income and ability become stronger predictors of private school attendance as public school expenditure falls. Income becomes increasingly important in determining placement in the private school hierarchy as public school expenditure falls. Discounts to ability in the lowest-quality private school decline as public school expenditure rises while discounts to ability in the highest-quality private school are little affected by changes in public school expenditure. Expenditure in private schools rises as expenditure in public schools increases. These empirical results are consistent with the predictions of the theoretical model.     

Economic models of fish shoal (school) size: a near comprehensive view of single species shoaling strategy

This paper extends theory of shoaling presented by Landa (1998), which uses the economic theory of clubs (Buchanan 1965). The findings include that non-patchy feeding shoals formed for defense increase in size with increased predation and decline in size with increased food concentration. There is strong evidence for the former and a piece of evidence for the latter. The size of shoals formed to find patches of food is unaffected by food availability. When defense is also involved, increasing predation increases shoal size and increasing food availability decreases shoal size. The optimum size of migrating schools—synchronized and polarized swimming shoals—is often the whole population migrating, explaining the mammoth size of some schools. Further, mergers of schools are forecast along the migration route with larger schools at the end of the route than at the beginning. When there is no defense motive for shoaling, non-patchy feeders may form large schools under low food density and be solitary under high food density. Small schools might not be found. When there is also a defense motivation for shoaling, small schools are possible. For schools formed among patchy feeders, increased food availability decreases school size. The same finding holds for schooling among patchy feeders where an added shoal benefit is defense. Also under these circumstances, increased predation increases shoal size.     

新古典主义与新凯恩斯主义比较的启示

文章从新凯恩思主义和新古典主义的发展背景,分析了这两个西方主流经济学派的主要差异是一派反对政府干预经济,一派主张政府干预经济,但当前经济实际不存在纯粹的自由经济,亦无纯粹的政府管制经济,中国今天的经济成就给我们的启示是,既要发挥市场的作用,也要加强政府的宏观调控。