Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/58665
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dc.contributor.authorGibbons, Steveen_US
dc.contributor.authorMcNally, Sandraen_US
dc.contributor.authorViarengo, Martinaen_US
dc.date.accessioned2012-05-07en_US
dc.date.accessioned2012-06-15T07:50:27Z-
dc.date.available2012-06-15T07:50:27Z-
dc.date.issued2012en_US
dc.identifier.piurn:nbn:de:101:1-201203064110-
dc.identifier.urihttp://hdl.handle.net/10419/58665-
dc.description.abstractImproving the educational attainment of disadvantaged students in urban schools is a priority for policy worldwide, but existing research is equivocal about the effectiveness of additional funding for achieving this objective. This study exploits anomalies in the spatial dimension of school funding policy in England to provide new evidence on this question. An area cost adjustment and other aspects of the formula that allocates central grants to Local Authorities (school districts) means that neighbouring schools with similar intakes, operating in the same labour market and facing the same prices for inputs can receive very different incomes. We find that these funding disparities give rise to sizeable differences in pupil attainment in national tests at the end of primary school. This shows that school resources have an important role to play in improving educational attainment. The results have direct implications for the current Pupil Premium policy in England.en_US
dc.language.isoengen_US
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen_US
dc.relation.ispartofseries|aDiscussion Paper series, Forschungsinstitut zur Zukunft der Arbeit |x6281en_US
dc.subject.jelR0en_US
dc.subject.jelI21en_US
dc.subject.jelH52en_US
dc.subject.ddc330en_US
dc.subject.keywordurban schoolsen_US
dc.subject.keywordeducationen_US
dc.subject.keywordresourcesen_US
dc.subject.stwSchulfinanzierungen_US
dc.subject.stwWirkungsanalyseen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwGro├čbritannienen_US
dc.titleDoes additional spending help urban schools? An evaluation using boundary discontinuitiesen_US
dc.typeWorking Paperen_US
dc.identifier.ppn715284509en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US

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