Abstract
This study examines the impacts of socioeconomic characteristics of a region on the availability of resources for public elementary and secondary education. An empirical analysis of data for 269 Indiana school districts is conducted. The analysis reveals that family income levels of residents in the region is a primary factor influencing the level of teachers' salaries. Property values are primarily related to pupil/teacher ratios. Communities in regions where a high proportion of the residents have graduated from colleges tend to have schools in which a high proportion of the teachers hold Masters, rather than Bachelor's degrees. Experienced teachers tend to be found in regions where a large proportion of the population is over 65. Elasticities of demand for school resources are calculated. Implications of the findings are discussed in relation to recent court cases dealing with the constitutionality of funding public schools with a local property tax.
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