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Modelling Public-Education Spending Vs. Allocation As Independent Factors Of Educational Outcomes, Kevin Tasley
Modelling Public-Education Spending Vs. Allocation As Independent Factors Of Educational Outcomes, Kevin Tasley
Undergraduate Economic Review
This paper explores and expands upon the work of Hanushek and Wößmann (2007) whose accumulated findings propose increased educational spending provides only marginal returns in terms of student’s cognitive outcomes. This study constructs an OLS regression model to explore the significance of U.S. state education spending and financial allocations as independent factors of state-level average ACT scores over a 10-year time series. The model additionally accounts for self-selection and socio-economic status. The results of this study support Hanushek and Wößmann’s conclusions while also demonstrating evidence that shifts in allocations towards instructional spending, as opposed to increasing total expenditures, could have …
An Econometric Analysis Of Anti-Bullying Program Factors On Bullying In Public American Middle Schools And High Schools, Austin B. Beck
An Econometric Analysis Of Anti-Bullying Program Factors On Bullying In Public American Middle Schools And High Schools, Austin B. Beck
Undergraduate Economic Review
This paper seeks to answer the question: “Do typical factors of anti-bullying programs reduce the amount of bullying that takes place in American public middle schools and high schools?” An overview of the literature on bullying and anti-bullying programs is provided. Data from the School Survey on Crime and Safety is analyzed using a probit model. The model is tested for accuracy and the results are analyzed. Parental involvement and out-of-school suspension are found to be significant anti-bullying program factors. Other explanatory variables are also discussed and recommendations for further research are provided.