Equity in Education Expenditure in Thailand

This article analyses the distributional effects of education spending across regions of Thailand, a country that purportedly seeks to reduce regional welfare disparities through decentralisation. It finds that public expenditure on education is neither progressive nor pro‐poor, although there are sizeable regional differences, driven by the pro‐rich distributional profiles of public tertiary education spending and public transfers to private education. Policy‐wise, these results suggest that the current decentralised allocation of educational spending is not consistent with an equity‐enhancing goal.     

Women and Access to Political Office: a Comparison of Female and Male State Legislators

The status of women in state legislatures is examined in terms of representation across the United States. A sample of female state legislators and a sample of male state legislators are compared on social and political career characteristics, including marital status, education, occupation, age when one began serving, election mobility, party leadership, and tenure. Party leadership, education, age and, to a lesser extent, occupation were found to distinguish female from male legislators. But party leadership significantly differentiated only between female and male legislators with less than a college degree. Overall, access to state legislative office seems to depend on the same characteristics which define success in society as a whole; for certain groups of women, however, achievement within party ranks provides an alternative mechanism to this end.     

The Graying of America and Support for Funding the Nation's Schools

Surveys spanning more than 35 years show that older Americansare less likely than younger citizens to endorse increased spendingon public schools. The conventional explanation for this generationalcleavage presumes that citizens’ interests change as theyapproach or transition into retirement—the absence ofschool-age children and fixed incomes combine to lower theirinterest in supporting spending increases for public education.We show that the conventional wisdom is incorrect, based ona confusion of age and cohort effects. Cohort-period analysisshows that every cohort becomes more supportive of educationalspending, rather than less, as they reach their 60s and 70s.The implications are important, for they suggest that the predicted"gray peril" to educational spending will not occur. Rather,our results suggest that public support for educational spendingwill continue its remarkable rise.     

Lottery winners: The myth and reality

This paper is based on a study of 576 lottery winners from 12 states. Respondents to a mailed questionnaire included winners of sums ranging from $50,000 to millions. The data indicate that popular myths and stereotypes about winners were inaccurate. Specifically, winners came from various education and employment backgrounds and they were clustered in the higher income categories than the general population indicating that lotteries might not be as regressive as popularly believed. Winners were older than the general population and more often male (60 versus 40%). There was significant association between the amount a person won and his or her work behavior. Individuals with psychologically and financially rewarding jobs continued working regardless of the amount they won, while people who worked in low paying semi-skilled and unskilled jobs were far more likely to quit the labor force. Contrary to popular beliefs, winners did not engage in lavish spending sprees and instead gave large amounts of their winnings to their children and their churches. The most common expenditures were for houses, automobiles and trips. It was found that overall, winners were well-adjusterd, secure and generally happy from the experience.This study was funded by a grant from the Institute for Socioeconomic Studies in White Plains, New York.     

Introduction

Abstract

This article examines how surges of female representation have produced gender patterns in standing committees and affected the financial support for “women's policy” in the Norwegian and Swedish national legislatures. The argument is two-fold. The more women there were in the Riksdag and the Storting, the more likely they were initially to end up on a “female” standing committee. Second, as the ratio of women legislators grew, spending on “families and children” in the national budget plummeted in both countries, only to acquire more prominence as the proportion of women legislators reached more than one fourth. The article begins with an extensive critical analysis of the gender-theoretical assumptions of the women and legislatures literature, suggesting that contemporary feminist scholarship that assumes gender to be malleable and contextual is more fruitful.     

Organizing for Education: A Cross-National,Longitudinal Study of Civil Society Organizations and Education Outcomes

We address two views from organization theory to consider the expansion and effects of nonprofits in education: first, a functional view emphasizing the direct effect of work of civil society organizations (CSOs) and, second, a phenomenological neoinstitutional view focusing on the cultural meaning of education CSOs as indicators of a rationalized, liberal world society. We use panel regression models with country fixed effects to analyze the cross-national expansion of domestic education CSO sectors in 130 countries from 1970 to 2014. We then examine the association between the size of the domestic education CSO sector and memberships in international non-governmental organizations (INGOs) with education outcomes, including spending, education aid, secondary and tertiary enrollments, and the share of women in secondary and tertiary education. Results show that INGO memberships, an expanded state, and an expanded education system are highly associated with the expansion of a domestic education CSO sector. Both domestic CSOs and INGO memberships tend to have a significant, positive relationship with education outcomes net of other factors. We also find preliminary evidence indicating that the causal forces at play are more complex than a straightforward direct effect of education CSOs doing good work. Specifically, CSOs, at least in part, are indicators of a Western, liberal model of a proper modern society; the underpinning culture, represented by CSOs, accounts for some educational expansion above and beyond the benefit (or harm) caused by any given entity.     

Support for campaign spending limitations in the U. S. senate: The role of party,ideology and electoral security

Recent media disclosures of American campaign funding raising practices in the 1996 election have renewed political interest in campaign finance reform. This paper examines senatorial support for the McCain/Feingold measure that would have established voluntary spending limits on senate candidates and banned unlimited campaign contributions through political party organizations. While party affiliation and senator ideology are very important in explaining support for the McCain/Feingold measure, various measures of electoral security are not significant. This is important because the public choice literature emphasizes that electoral security is the primary goal of legislators. Additionally, the electoral self-interest of legislators is probably much more accurately measured by the various electoral security measures used in this study than by the constituency measures typically employed in the public choice literature. Nevertheless, personal legislator electoral security is not a powerful explanatory factor.     

Warfare,State Identity and Education in Europe

This paper makes the argument that education systems in Europe must maintain a concern for the function of education in maintaining intercultural social stability. Social stability is related to economic stability and inclusion for economic success on its own is no guarantor of social peace. To perceive the education system mainly in economic terms, as is happening in many European states, is likely to be a source of future trouble, both for schools and the states within which they are located. If key intercultural issues are ignored in schools, desired societal economic ends are likely to be thwarted. In particular in this article, the teaching of history is examined, the argument being made that at least three potentially differing histories can be present in most classrooms in European schools. Failure to deal with this plurality can lead to educational and social exclusion, leading to inter‐group misunderstanding and hostility.     

Healthy, educated and wealthy: A primer on the impact of public and private welfare expenditures on economic growth

In this paper, we provide first evidence of the impact of public and private expenditures in health and education on economic growth, via their influence on people's health, skills and knowledge. We consider a growth accounting framework in order to test whether countries that devote a larger amount of resources to the consumption of health and educational services experience higher growth rates. We also test whether the effects on economic growth of public expenditure in health and education differ from those of private expenditure. Our empirical analysis is based on a panel of 19 OECD countries observed between 1971 and 1998. The results are consistent with the hypothesis that health and education expenditure affects positively growth. The estimated impact is stronger for health than for education. More importantly, we find some evidence that public expenditure influences GDP growth more than private expenditure.     

Explaining Legislators’ Actions on Behalf of Women in the Parliamentary Party Group: The Role of Attitudes,Resources, and Opportunities

Scholars of women’s substantive representation have often looked for an empirical link between legislators’ sex and their actions on behalf of women. However, to understand “how women’s substantive representation occurs” (Celis et al. 2008), studies also need to consider differences that exist among women and include men’s activities in the analyses. This contribution presents several sources that explain women’s as well as men’s agenda-setting behavior on behalf of women in 11 European democracies. The sources relate to legislators’ feminist awareness, gender-related resources, and the incentives they receive from the party-political context.     

Facilitating intercultural education in majority student groups in higher education

ABSTRACT

The present article critically analyses the pedagogical efforts of two teachers to promote values education and intercultural reflection in their own educational practice. They teach in higher education in Norway and most of their students have majority backgrounds. Based on their teaching experiences with VaKE (Values and Knowledge education), the article discusses opportunities and challenges when working with values education in majority student groups. It concludes that discussing values is difficult but can be eye opening. It also raises the question of which dilemmas can prevent stereotyping and foster more complex intercultural thinking and shows that intercultural education requires a discussion of one’s own cultural position. The article highlights the teacher’s crucial role in the VaKE-process regarding the aims of intercultural values education.     

Continuity and discontinuity in the politics of the sixties generation: A reassessment

This paper reassesses the sources of sixties generation college graduates' liberal and radical politics through a reanalysis of General Social Survey and National Election Study data from the early 1970s to the early 1980s. Results of regression and ordered probit analyses of political attitude data do not sit well with the conventional view that the additive effects of education and membership of a particularly liberal generation explain sixties generation college graduates' politics. Instead, on some issues, the politics of sixties generation college graduates is discontinuous both with other groups in the early 1970s and with their own politics in the early 1980s. On attitudes to business and attitudes to state welfare spending, sixties generation college graduates were more liberal than the additive effects of their education and cohort membership can explain in the early 1970s. Moreover, they became substantially more conservative compared to other groups by the early 1980s on these issues. On other issues, notably social issues and attitudes to state consumption spending, this pattern of discontinuity was not found. Possible interpretations of these results are discussed.     

LEGISLATIVE TURNOVER,FISCAL POLICY,AND ECONOMIC GROWTH: EVIDENCE FROM U.S. STATE LEGISLATURES

Increased turnover among legislators can make them short‐sighted, affecting fiscal policy and economic growth. We exploit the exogenous variation in legislative turnover induced by term limit laws and by redistricting in the 50 U.S. states, finding that increased turnover increases capital spending by state governments, which may be designed to constrain future governments. The changes may cause long‐run distortions in the economy, reducing long‐term economic growth. (JEL H72, H73, H76)     

Does state spending on mental health lower suicide rates?

Using recently released data on public mental health expenditures by U.S. states from 1997 to 2005, this study is the first to examine the effect of state mental health spending on suicide rates. We find the effect of per capita public mental health expenditures on the suicide rate to be qualitatively small and lacking statistical significance. This finding holds across different estimation techniques, gender, and age groups. The estimates suggest that policies aimed at income growth, divorce prevention or support, and assistance to low income individuals could be more effective at suicide prevention than state mental health expenditures.     

PRODUCTIVITY EFFECTS OF PUBLIC CAPITAL MAINTENANCE: EVIDENCE FROM U.S. STATES

This article assesses the productivity effects of infrastructure operation and maintenance (O&M) spending by state and local governments in the 48 contiguous U.S. states over the period 1978–2000. We explicitly account for transboundary spillovers of capital and O&M spending and follow a semiparametric methodology that allows us to estimate state‐specific output elasticities. We find strong evidence that in all 48 states the cross‐state spillover effects of O&M outlays on productivity exceed their within‐state impacts and are substantially higher than the spillover effects of capital expenditure. (JEL C14, E22, E62, H76, O11, O47, R11)     

Acculturation Identity and Higher Education: Is There a Trade‐off Between Ethnic Identity and Education?1

This paper examines the role of identification to home and host cultures on the pursuit of higher educations for individuals with immigrant backgrounds. Identity is defined according to a two‐dimensional acculturation framework based on strength of identification to both ethnic background cultures and the majority culture. Results indicate that integrated men that identify with both the majority and the background culture are associated with higher probabilities of completed tertiary educations than men that identify only with the majority culture as well as men with weak affiliations to both background and majority cultures. These results hold despite controls for early education outcomes and socioeconomic status. No systematic differences in higher educational attainment by identity are found for women once differences in early education are accounted for. These results put into question the premise of oppositional identities, i.e., a trade‐off between ethnic identity and higher educational achievement.     

Student commitment and purpose in a private secondary school

Research on public education often concludes that low achievement is partly caused by a lack of student commitment to an educational goal. This study investigates the sense of academic purpose among students in a private secondary school where all graduates go to college, and explores the mechanisms of student commitment built into the social organization of the school. Results show that educational commitment among students develops from intensive face-to-face interaction in a primary community, the sense of history and tradition resulting from continuity in students' educational experiences, and the substantial power students have over their own school lives. These results add qualitative information to the debate over differences between public and private education, and suggest ways to improve public schools.     

Parental Expenditures on Children's Education

This study examined selected factors related to parents' allocation of money for children's primary and secondary education and, if money was spent on education, the variation in the amount spent. Cragg's double-hurdle model was utilized to analyze data from the 1996 Consumer Expenditure Survey on 331 families that spent money on their children's primary and secondary education and 827 families where parents reported no such expenditures. Factors that were significantly related to spending money on children's primary and secondary education, included after-tax income, parent's education, region, and season of the year. Variables significantly related how much was allocated to children's primary and secondary education, included after-tax income, parent's education, age, and race.     

Ignorance is not bliss: On the role of education in subjective well-being

This study estimates the impact of education on self-reported happiness across 50 American states using the recently available Gallup-Healthways Well-Being Index (WBI). A 3SLS model is used to estimate the simultaneous impact of education, income, and health on aggregated subjective well-being (SWB) as measured by state-level WBI. Over 80% of the variation in SWB across states can be explained by differences in education, income, health, age, trust, stress, temperature, religion, and rainfall. Higher education (college degree) has a relatively strong positive effect on SWB, but secondary education (high school) does not. We find no statistically significant educational spillover on SWB across state borders, which suggests that the positive effect of higher education on SWB is mostly due to private non-monetary benefits rather than positive externalities.     

Why American business demands twenty-first century skills: an industry perspective

Public education is the key to individual and business prosperity. With a vested stake in education, educators, employers, parents, policymakers, and the public should question how this nation's public education system is faring. Knowing that recent international assessments have shown little or no gains in American students' achievement, the author asserts the clear need for change. As both a large American corporate employer and a provider of technology for schools, Dell is concerned with ensuring that youth will thrive in their adult lives. Changing workplace expectations lead to a new list of skills students will need to acquire before completing their schooling. Through technology, Dell supports schools in meeting educational goals, striving to supply students with the necessary skills, referred to as twenty-first century skills. The Partnership for 21st Century Skills, of which Dell is a member, has led an initiative to define what twenty-first century learning should entail. Through extensive research, the partnership has built a framework outlining twenty-first century skills: analytical thinking, communication, collaboration, global awareness, and technological and economic literacy. Dell and the partnership are working state by state to promote the integration of these skills into curricula, professional development for teachers, and classroom environments. The authors describe two current initiatives, one in Virginia, the other in Texas, which both use technology to help student learning. All stakeholders can take part in preparing young people to compete in the global economy. Educators and administrators, legislators, parents, and employers must play their role in helping students be ready for what the workforce and the world has in store for them.