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Registros recuperados: 4
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A Unified Framework for Measuring Preferences for Schools and Neighborhoods AgEcon
Bayer, Patrick; Ferreira, Fernando; McMillan, Robert.
This paper sets out a framework for estimating household preferences over a broad range of housing and neighborhood characteristics, some of which are determined by the way that households sort in the housing market. This framework brings together the treatment of heterogeneity and selection that has been the focus of the traditional discrete choice literature with a clear strategy for dealing with the correlation of unobserved neighborhood quality with both school quality and neighborhood sociodemographics. We estimate the model using rich data on a large metropolitan area, drawn from a restricted version of the Census. The estimates indicate that, on average, households are willing to pay an additional one percent in house prices - substantially lower...
Tipo: Working or Discussion Paper Palavras-chave: Capitalization; Local public goods; School quality; Discrete choice models; Hedonic price regression; Education demand; Labor and Human Capital; D58; H0; H4; H7; I2; R21; R31.
Ano: 2003 URL: http://purl.umn.edu/28513
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Does Close Count? School Proximity, School Quality, and Residential Property Values AgEcon
Owusu-Edusei, Kwame; Espey, Molly; Lin, Huiyan.
This study jointly estimates the impact of school quality and school proximity on residential property values in Greenville, South Carolina. While quality is found to be capitalized into residential property values, the degree of capitalization depends on school level and proximity to each school for which the house is zoned for attendance. In general, there is positive value associated with closer proximity to schools of all levels, and negative value associated with a significantly longer than average distance to schools. In terms of quality rankings, excellence at the elementary and high school levels has the strongest impact on property values.
Tipo: Journal Article Palavras-chave: Hedonics; Park proximity; School proximity; School quality; Land Economics/Use; I21; O18; R21.
Ano: 2007 URL: http://purl.umn.edu/6609
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Family Background, School Quality, Ability and Student Achievement in Rural China –Identification Using Famine-Generated Instruments AgEcon
Chen, Qihui.
This paper investigates the determinants of academic achievement in basic education (grade 1-9) for a sample of children (aged 9-12 in 2000) from rural China. A set of instrumental variable generated by the Great Famine in China, 1958-1961, is used to instrument an error-ridden measure of child innate ability, the cognitive ability score of each sampled child. Empirical results indicate strong effects of family background variables such as household income and parental education. Father’s education has significantly positive effect on academic achievements for both boys and girls, while mother’s education only matters for girls. Consistent with the common findings in the literature, most of school quality variables do not have significantly positive...
Tipo: Conference Paper or Presentation Palavras-chave: Student achievement; School quality; Ability; Famine in China 1958-1961; Consumer/Household Economics; Labor and Human Capital; Public Economics; J24; I21; D13.
Ano: 2009 URL: http://purl.umn.edu/49429
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The Effects of Class Size on the Long Run Growth in Reading Abilities and Early Adult Outcomes in the Christchurch Health and Development Study AgEcon
Boozer, Michael A.; Maloney, Tim.
This paper utilizes the feature of the CHDS data from New Zealand that children are sampled for extremely long individual histories of their class size experiences as well as their scholastic and early labor market outcomes. Our interest is to explore the full set of empirical implications of the recent experimental evidence on class size effects on student achievement from the United States in Project STAR for observational data. We argue that one implication of Project STAR is that only persistent class size reduction policies may have detectable effects, and so the longitudinal aspect of CHDS is necessary to detect class size effects. We account for the observational nature of the CHDS (in that children were not randomly assigned to different class...
Tipo: Working or Discussion Paper Palavras-chave: School quality; Value-added model; Experimental evidence; Labor and Human Capital; C51; C81; I21; C23.
Ano: 2001 URL: http://purl.umn.edu/28384
Registros recuperados: 4
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