Abstract
This paper presents an empirical analysis of citizens' preferences for public elementary and secondary education expenditures. Survey data collected in conjunction with a school tax referendum and a multinomial probit random utility model are used to make inferences concerning the preference mappings of citizens. These estimated mappings, in turn, imply unique estimates of the demands of citizens for public education expenditures. Citizens' beliefs concerning whether expenditures are wisely spent and will affect school quality are seen to be important determinants of demand. The impact of citizens' perceptions of tax costs is also considered.
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