From Candidate to Classroom: Research-Based Practices for Recruiting and Hiring Highly-Effective Teachers
Category: Staffing, Finance, and Operations
Does school spending raise achievement? I show that effects, benchmarked by schools’ daily value added, are one-tenth to one-third as large as spending growth. Using school finance reforms for identification, I show that schools did not raise quality measured by value added. Instead, schools raised quantity measured by time diaries of staff and student hours, more than spending, with most hours added after testing. Private time costs of reforms exceed public costs. Achievement effects are small due to fadeout and delayed measurement, suggesting long-run economic effects may be more informative.
Keywords
School finance reforms, Test scores, Education production function, Time diaries, Fadeout
Education level
Document Object Identifier (DOI)
10.26300/wjkb-k563
