When Participatory Budgeting (PB) funds schools, who benefits? An equity analysis of PB-associated investments in NYC public schools

Abstract

ABSTRACT Equity goals have shaped participatory budgeting (PB) in North America, but little is known about their impact on PB allocations. Focusing on New York City (PBNYC), this paper examines whether PB-associated increases in public school investments have benefited higher needs students. The paper proposes a model of three key project decision-points in a PB process and examines equity at each: project development, vote, and final budget allocation. Across three PBNYC cycles, analyses confirm the use of two potentially equity advancing tactics during project development: equity descriptors were found for 7.2% of school-related ballot items; and bundling described 33.9% of school-related ballot items. Both tactics were associated with winning PB votes. However, in those years, PB-funded school projects did not benefit higher (or lower) needs students compared to school projects council members funded on their own discretion. Interviews with PB volunteers support these findings and highlight diverse assessments of need and equity.