Collective Choice in Education

1. Front Matter

   Pages i-vii

   PDF

2. Introduction

   1. Introduction

      • Mary Jean Bowman

      Pages 1-10

3. Central and local roles in educational provision

   1. Front Matter

      Pages 11-11

      PDF

   2. California school finance: The 1970s decade

      • Craig Stubblebine, David N. Kennard

      Pages 13-34

   3. The post-Proposition 13 environment in California and its consequences for education

      • Werner Z. Hirsch

      Pages 35-45

   4. Local authority education expenditure in England and Wales: Why standards differ and the impact of government grants

      • Richard Jackman, John Papadachi

      Pages 47-61

   5. Comments on R. Jackman and J. Papadachi

      • Douglas M. Windham

      Pages 63-64

   6. Comments on R. Jackman and J. Papadachi

      • Donald W. Verry

      Pages 65-67

4. Financing formal education: Equity, efficiency and the institutional context

   1. Front Matter

      Pages 69-69

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   2. On setting the agenda for Pennsylvania school finance reform: An exercise in giving policy advice

      • Robert P. Inman

      Pages 71-96

   3. Comments on R. P. Inman

      • J. A. Mirrlees

      Pages 97-98

   4. Comments on R. P. Inman

      • Daniel McFadden

      Pages 99-102

   5. Imperfect capital markets and the public provision of education

      • P. G. Hare, D. T. Ulph

      Pages 103-129

   6. Comments on P. G. Hare and D. T. Ulph

      • C. A. Pissarides

      Pages 131-132

   7. Comments on P. G. Hare and D. T. Ulph

      • J. A. Mirrlees

      Pages 133-135

   8. An equity perspective on community college finance

      • Susan C. Nelson, David W. Breneman

      Pages 137-154

   9. Comments on S. C. Nelson and D. W. Breneman

      • Siv Gustafsson

      Pages 155-156

5. Perspectives on recurrent education

   1. Front Matter

      Pages 157-157

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   2. The finance of recurrent education: Some theoretical considerations

      • Maurice Peston

      Pages 159-172

   3. The role of the state in financing recurrent education: Lessons from European experience

      • Howard Glennerster

      Pages 173-193

The persistently increasing scale and complexity of government, of quasi­ public organizations, and of private organizations pose many problems in the economics of collective choice. Moreover, education as a quasi-public good has drawn ever more heavily on public budgets. Yet economic research into collective behavior with respect to education has been sparse (with the partial exception of recent work on teacher unions). In view of these trends, it was decided that the third conference under the Ford-sponsored UK. jUS. Pro­ gramme in the Economics of Education should make the high-risk effort of encouraging and bringing together studies relating to collective choice in education, with some emphasis on studies in educational finance. The con­ ference exploited opportunities for an exchange of ideas between economists in the United Kingdom and in the United States; there were special gains that could come from such an interchange. British and American economists do share a common inheritance that goes back to Benthamite utilitarianism and a common training in neo-classical economic theory even when one or both of these is challenged (which happens, of course, on both sides of the Atlantic). They share also a culture of political democracy despite important dissimilar­ ities in governmental structures and institutions. These commonalities and contrasts facilitate comparative testing of analyses developed in either setting.

• Europe
• Union
• community college
• culture
• democracy
• economic theory
• economics of education
• education
• environment
• exercise
• organizations
• policy advice
• school
• state
• university

• The University of Chicago, USA

  Mary Jean Bowman

Policies and ethics