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In this paper, we estimate a series of stochastic frontier cost functions for elementary schools, using a short panel of Texas data that allows us to account for student characteristics, input prices, environmental factors and student outcomes. Texas currently uses information about the share of students participating into the Free and Reduced Price Lunch (FRL) program to determine compensatory funding to provide to schools. The FRL measure has been criticized as a relatively poor measure of need. We consider a new, recently developed, measure of poverty, the Spatially Interpolated Demographic and Economic (SIDE) measure, as a possible complement or alternative to the FRL measure. SIDE uses the income of the neighborhood in which the school resides as the basis to assess need and poverty. We find that using both poverty metrics highlights the additional costs associated with serving high poverty populations in high poverty locations, i.e., neighborhood locations matter.

In this paper we explore some of the policy issues related to the provision of primary and secondary education in the United States from an economic standpoint. We begin with stylized facts and a brief reference to the uniquely decentralized financing and delivery of public education in the United States, and the resulting issues of equity and quality that arise. As a reference point we review the basic efficiency and equity arguments for public financing and the provision of public goods in general, and education specifically, both of which suggest that current practices are unlikely to be efficient or equitable. These are issues that have motivated a number of policy avenues—the accountability movement, including No Child Left Behind, as well as recent efforts to establish higher and uniform standards for our public schools. We then turn to the sizable body of literature assessing school performance. We include an empirical example of this approach for Texas primary and secondary schools, with a focus on the many challenging issues involved with modeling and assessing educational performance. Our application demonstrates that research findings are highly sensitive to modeling choices, suggesting that a mixed methods approach is most likely to lead to effective education reforms.

This study uses data from the Survey of Doctorate Recipients to evaluate gender differences in salaries and promotion for academics in the humanities. Over time, gender salary differences can largely be explained by academic rank. Substantial gender differences in promotion to tenure exist after controlling for productivity and demographic characteristics. However, we observe a slight decline in the gender promotion gap for the most recent cohort evaluated. On the basis of this evidence, we conclude that gender discrimination for academics in the humanities tends to operate through differences in promotion, which in turn affects wages.

The typical school district in the US consists of a central office overseeing primary, middle and high schools. The school district budget is allocated between the central administration and the constituent schools, who can spend these funds on personnel and non-personnel. We model this allocation problem as a network data envelopment analysis problem which solves for the technically efficient allocation of the budget within the district. The goal is to identify the allocation which yields the best aggregate performance for each school district in our sample. In our examination of 70 school districts in the Dallas, Texas area we find that test scores could be increased by approximately five normal curve equivalent (NCE) points by campuses reducing technical inefficiency and by an additional four NCE points by optimally reallocating the school district budget. Our illustrative model suggests that school districts could increase achievement test scores if more of their budgets were spent on campus personnel like teachers and less on non-personnel items like supplies, and if personnel resources were reallocated from the secondary to the elementary level. Furthermore, while the average school district in our sample allocates 21 % of their budget to the central office, our network model indicates that if resources were optimally allocated, the average school district would allocate only 16 % of their budget to the central office.

Equality and efficiency are key issues in educational reform. Here the authors analyze the efficiency and equality consequences of various school finance reforms using a cost-indirect output distance function. This function readily models multiple-output production under conditions of budgetary constraint, and provides a natural measure of performance that is closely related to Farrell-type measures of efficiency. The analysis suggests that despite school district inefficiency, finance reforms can affect student achievement. However, any potential gains in output from redistribution are dwarfed by the potential gains from increased efficiency. More strikingly, the analysis demonstrates that budgetary reforms designed to equalize expenditures could actually increase the inequality of student achievement.

In their annual review of academic salaries, the American Association of University Professors observes large gender-related salary differentials. At doctoral-level institutions, male professors at the rank of full professor earn 11.4% more than women full professors. Data on academic labor markets from the Survey of Doctorate Recipients to evaluate gender differences in salaries and promotion probabilities. Differences in employment outcomes by gender are found using two methods: the Oaxaca decomposition is used to examine salary differentials, and duration analysis is used to estimate promotion to tenure. While gender salary differences can largely be explained by academic rank, substantial gender differences in promotion to tenure exist after controlling for productivity, demographic characteristics, and primary work activity.

We use DEA-type linear programming techniques to simulate a basic component of educational reform-eliminating restrictions on the allocation of school personnel. Our technique allows us to identify potential output gains (or equivalently potential cost savings) from reform. We can also identify which personnel groups are likely to gain and lose under this reform. When we apply our model to a sample of Texas school districts, we find evidence that the educational establishment has substantial economic rents to protect from school reform, and that the primary beneficiaries of reform are likely to be affluent school districts with few minority students. The technique, which relies on the relationship between the direct and indirect distance functions, can be easily generalized to measure the potential gains from removing other input restrictions such as union work rules, environmental regulations, or deed restrictions.

This work describes the public health workforce and training needs of rural local public health agencies (LPHAs) in comparison with suburban and metropolitan LPHA jurisdictions. A survey was sent to 1,100 LPHAs nationwide. The rural urban commuting area codes (RUCAs) defined LPHAs as rural or urban, and the Standard Occupational Classification system enumerated the workforce. Most occupational classifications had significantly fewer staff in rural LPHAs. Public health nurses ranked as the most needed staff and serve in various important capacities in rural LPHAs. In terms of training, job-specific or programmatic continuing education was identified as the most important training need. Developing leadership and public health workforce capacity within rural public health is an essential agenda item for rural America. Decision makers may need to consider different organizational structures while balancing the need for local input and control. Regionalization and collaborative approaches to difficult workforce issues may present potential solutions to workforce challenges.

We use data envelopment analysis to model the educational production function, and then explore how a shift to weighted student funding using the student weights embedded in the Texas School Finance Formula would alter the allocation of inputs and potential outputs. School outputs are measured as value-added reading and math scores on standard achievement tests. We find that if school districts allocated their resources efficiently, then they would not allocate their resources to campuses according to the funding model weights. Policies that promote greater efficiency would also enhance equity in educational outcomes.

We use data envelopment analysis to model the educational production function, and then explore how a shift to weighted student funding using the student weights embedded in the Texas School Finance Formula would alter the allocation of inputs and potential outputs. School outputs are measured as value-added reading and math scores on standard achievement tests. We find that if school districts allocated their resources efficiently, then they would not allocate their resources to campuses according to the funding model weights. Policies that promote greater efficiency would also enhance equity in educational outcomes.