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Based on government data from 1993 to 2008, this chapter aims to compute and analyze the trends of inequity in interprovincial and regional per-student spending in China's compulsory education, and to ascertain the potential impact of changes in education financing policies. Appropriate inequity measures (Gini and Theil index and Gini decomposition, among others) are employed to provide a systematic picture of the trends. Main findings include: (1) all inequity measures show large and overall increased disparities among provinces and among regions, between 1993 and 2008. (2) However, a slight drop of spending inequity is observed at the primary education level around 2002 and a larger reduction in 2005 and on. There are more turning points in the trend of lower-secondary per-student spending among provinces. These patterns are consistent across different inequity measures and spending indicators (per-student total spending, per-student recurrent spending, and per-student nonpersonnel spending). (3) The trend toward more balanced resource allocation around 2002 and 2005 could be the impact from the Reform of Tax and Administrative Charges and the New Mechanism for Financing Rural Compulsory Education. An increased share of budgetary expenditure in determining total spending suggests that equalizing financing policies have the potential to induce a significant reduction in spending inequity. These findings may help policy makers to better understand and alter the extent of spending inequity in compulsory education. This is an original empirical study that systematically derives the spending inequity trends over a long period in China's compulsory education.

The purpose of this paper is to provide new empirical evidence on the relationship between social expenditure and poverty in Turkey.

There are voluminous studies in the literature and many of which contain condradictory results. The authors use panel error correction models and employ Turkish statistical territorial units data (26 regions) covering the period 2004-2011 in the analysis.

The authors have found that in the short run, there is a negative relationship between social expenditure and poverty, as expected. In the long run, however, there exists a positive relation between them. The authors utilize expenditure on education as one component of social expenditure, and the authors obtain a negative relationship between education expenditure and poverty, both in the short run and in the long run.

Poverty is an important social problem that more studies on this subject should examine various aspects and find policies to alleviate it.

Literature on poverty and social spending are growing and their results are contradictory. However, this paper clearly and significantly provides new empirical evidence on the effect of social spending on reducing poverty using Turkish data. This kind of study is hardly found for developing countries like Turkey. It contributes to the literature.

The purpose of this paper is to explore the value of K-12 indirect facility maintenance and operation expense spending in Arizona and how the prioritization of work enables academic performance.

Data were collected from more than 200 academic districts over a five-year period to measure the correlation between plant maintenance and operations and academic outcomes. A qualitative analysis provided an in-depth understanding of how routine work is prioritized.

Results of the correlative model indicate that no positive relationship exists between academic performance and facility expense spending within the sample population. The lack of a positive correlation may be a result, in whole or in part, of many variables. The qualitative analysis, however, provided a more in-depth understanding of how academic districts manage educational facilities and how the prioritization of work may factor into a correlation.

This paper addresses the link between academic performance, expressed in terms of a return-on-assets, and facility management. The contribution of this paper is the documentation of facility maintenance and operations organizational structures to include the method of prioritizing routine work and the process of indirect expense spending in support of K-12 public education in the state of Arizona.

While there has been increasing interest in the impact of courtmandated education finance reform on school district efficiency, research on the subject is scant. Taking advantage of New Jersey Supreme Court cases that have altered the way in which state school aid is distributed, this paper examines the effect of changes in the education finance system on school district efficiency. Building on existing literature on public sector efficiency, a longitudinal data analysis based on two-stage DEA models reveals that courtmandated increases in state aid to a limited number of poor school districts decreased the districts' efficiency. Though these results should be interpreted with some caution, in particular, the limitation of DEA as an efficiency measure, they imply that, as with any policy, policy makers and courts should be aware of how policy changes affect local government behavior and that it is necessary to evaluate policy outcome taking into account both resources and performance.

The purpose of this paper is to examine the nexus among public expenditure allocated to education, educational attainment at secondary level and unemployment rate in India for the period 1987–2017.

The study employs autoregressive distributed lags (ARDL) bound testing approach suggested by Pesaran et al. (2001) to find the long-run relationship among the variables. The causal linkages are investigated through block exogeneity test based on vector error correction model.

The empirical results indicate that educational attainment proxied by gross enrolment ratio at secondary level of education negatively affects unemployment rate in long run as well as in short run. However, public expenditure on education is ineffective in influencing both educational attainment and unemployment rate.

The study is the first empirical effort to identify the causal nexus among public expenditure on education, educational attainment and unemployment in the context of India.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-06-2019-0396

Discusses the Constitutional responsibilities of the US Federal Government for public schools. Citing “control follows funding”, argues that control should remain with the states and school boards. Offers suggestions for reorganizing educational spending and improving educational programmes and school standards. Details important ways for the Federal Government to contribute without taking control.

The purpose of this paper is to analyze critically the evolution of educational reform in Thailand. Three major phases are identified. The special focus of the paper is an assessment of the third reform which began with the passage of the Office of the National Education Commission (ONEC) (2002).

The methodology for the study is mixed methods including document analysis, direct participant observation, and compilation of major statistical performance indicators from diverse sources.

The success of the most recent reform has been clearly mixed. Major structural and legal changes have occurred but overall system performance remains disappointingly low, despite large Thai educational expenditures as a percent of national budget and the presence of much impressive educational leadership talent. The paper identifies what is called the “Thai educational paradox”. The essence of the paradox is Thailand’s failure to achieve its educational potential. The paper identifies key factors explaining the paradox.

The paper has significant theoretical, policy, and practical implications. From a theoretical perspective, the study confirms the persistence of strong regional disparities and a lack of fiscal neutrality associated with a neoliberal model of capitalistic development. From a practical policy perspective, it is imperative for Thailand to improve the overall quality of its educational system and to reduce regional disparities. There have been numerous studies of each of Thailand’s three phases of reform, but this paper’s original contribution is its presentation of a historical, interdisciplinary, and integrated perspective on the evolution of educational reform and the many obstacles associated with its implementation.

This paper aims to provide an overview of recent research on accountability of local and state governments in India.

The Downsian theory of electoral competition is used as a departure point for classifying different sources of government accountability failures. Subsequent sections deal with each of these sources in turn: limited voter participation and awareness; ideology, honesty and competence of political parties and electoral candidates; capture by elites; clientelism and vote-buying. Each section starts by explaining the relevant departure from the Downsian framework and then reviews available empirical evidence in the Indian context for each of these possible “distortions”, besides effects of related policy interventions. The final section summarizes the lessons learnt, and the fresh questions that they raise.

The paper describes a range of possible reasons that limit the effectiveness of elections as a mechanism inducing governments to be accountable to their citizens and reviews the evidence available from the Indian context concerning each of these.

The contribution of the paper is to provide an overview and perspective of recent literature on political economy problems affecting performance of state and local governments in India.

As Jennifer Adams notes in her paper, a number of studies within the U.S., as well as some studies in China and other low- and middle-income countries, have begun to address the ways that communities impact schooling outcomes. The potential role played by communities in local education has strengthened with the shift toward administrative and fiscal decentralization in many developed and developing countries. Often, fiscal decentralization results in a greater reliance on community financing of schooling, which, in turn, strengthens the association between where students live and the quality of educational services they receive (Bray, 1996a, 1996b).

The purpose of this paper is to empirically test whether residents' satisfaction with seven general purpose public services are capitalized in single‐family house prices. The public services investigated are: fire protection, paramedic services, police protection, trash removal, snow removal, street maintenance, and neighborhood parks.

The seven service satisfaction measures, derived from a public opinion survey, are grouped into three variables based on the city department responsible for providing the service and included in a hedonic regression of single‐family house transactions that occurred in Dayton, Ohio.

All three satisfaction variables are positively related to house price, providing evidence that intra‐jurisdictional differences in the nature of public services are capitalized through market processes.

The strength of the satisfaction measures in the regression model suggests that efforts to improve citizen satisfaction may be an important component of local efforts to stabilize urban neighborhoods and improve property values.

The present study is the first to use transaction prices rather than assessed values to analysis multiple general public services simultaneously. Because almost all previous studies investigate multiple jurisdictions the present study is also fairly unique as it focuses on different locations within a single jurisdiction. The use of survey responses regarding resident satisfaction with public services represents an advance on previous measures of public service provision because it potentially reflects underlying motivations of buyers and sellers very directly.