Mostafa, T;
Hanchane, S;
(2007)
Educational Quality, Communities, and Public School Choice: a Theoretical Analysis.
(LEST working paper series
).
HAL: Sciences de l'Homme et de la Société: Villeurbanne, France.
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Abstract
In this paper, we develop a multicommunity model where public mixed finance and private schools coexist. Students are differentiated by income, ability and social capital. Schools maximize their profits under a quality constraint; the pricing function is dependent on the cost of producing education and on the position of an individual relatively to mean ability and mean social capital. Income plays an indirect role since it determines the type of schools and communities that can be afforded by a student given his ability and social capital. Three dimensional stratification results from schools' profit maximization and individuals' utility maximization. We study majority voting over tax rates; property tax is used to finance education not only in pure public schools but also in mixed finance schools. We provide the necessary conditions for the existence of a majority voting equilibrium determined by the median voter. Finally, we analyze the consequences of introducing public school choice.
Type: | Working / discussion paper |
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Title: | Educational Quality, Communities, and Public School Choice: a Theoretical Analysis |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://halshs.archives-ouvertes.fr/halshs-0017763... |
Language: | English |
Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | education market, peer group effects, majority voting equilibrium, social capital, school choice |
UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/1521121 |
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