Effect Of School Quality Research Articles

The effect of school quality on house prices in the global south: evidence from South Africa

Purpose This paper aims to investigate the effects of school quality (SQ) on residential property prices in Johannesburg, South Africa. Previous studies have empirically examined the quality of private and public schools without a standard proxy that is accepted in the literature. As a result, this paper extends the literature to the global south by the effect that SQ has on residential property price changes in the local markets of the City of Johannesburg. Design/methodology/approach The research adopts the hedonic pricing model to evaluate and quantify the impact that the structural attributes such as erf size; number of bedrooms and bathrooms; and SQ measured by pass rates, sport rankings and quality of facilities have on house prices. A total of 2,763 property transactions covering the Kensington and Observatory areas of the City of Johannesburg over the period 2010 and 2020 were obtained from the deeds registry and used for the empirical analysis. Findings The study finds that SQ has a positive impact on house prices. When the average pass rate of the model school increases by 1%, all other things being equal, house prices also increase by 1.8%. This suggests that people who live closer to the model school are willing to pay more when the school performance improves. The 1.8% premium this study attributes to a 1% increase in school performance is however generally low when compared to some findings in the literature suggesting that there may be some other important factors that households consider when purchasing their home. Originality/value The main contribution is uncovering the relationship between the SQ and residential property prices in the local markets, using Kensington and Observatory in Johannesburg as sampled areas. Due to the presence of reliable and quality of data sets, such studies are not many in the global south and a study of this nature in South Africa is notably not existing in the literature.

The Effect of School Quality on House Prices: Evidence from Shanghai, China

Understanding the housing price premium of high-quality education could be important for improving our knowledge on the formation of housing prices and potential consequences of educational resources misallocation. This paper estimates the housing price premium of high-quality primary schools in Shanghai, China. Applying the hedonic price and paired difference models with a boundary fixed effect to the house resale transaction data from January to October 2019, the study found that the housing price premium of high-quality primary school was approximately 15.6%. Moreover, the price premium of small houses was larger than that of large houses. The results suggest that high-quality education has a significant capitalization effect on housing values. This implies that the policy of restricting one student to have a seat in only one particular school within the zoning area would lead to greater education inequality and future policies should consider this effect.

Local crime and fertility

We present the first estimates of the impact of local area crime on fertility. We first develop a simple theoretical model to examine the relationship between crime and fertility. We explore labor income, as a proxy for labor market conditions, house prices and school quality as potential channels. The model predicts that individuals change their demand for children through the income and substitution effects in response to changes in crime rates. We test the theoretical predictions of the model using longitudinal data from the Household, Income and Labour Dynamics in Australia (HILDA) survey that matches each household to crime statistics, school quality and house prices at the Local Government Area (LGA) level. We find that a one standard deviation increase in the LGA crime rate causes a 7.8 per cent increase in fertility and that house prices and school quality are channels through which crime influences fertility. We find that the mediating effect of school quality is stronger than that of house prices, and that the interaction between school quality and house prices reinforces the role of house prices as a mediator. Further, the positive effect of crime on fertility rates is stronger for homeowners compared to non-homeowners and weaker for those homeowners with a mortgage, relative to those who own their home outright.

What matters more, school choices or neighbourhoods? Evidence from a socioeconomic based school zoning

Neighbourhood effects are often asserted to be attributable to differences in school zones. However, few studies explore the confounding interactions between the quality of school zones and those of neighbourhoods. This study examines whether the effects of school quality interact with neighbourhood effects in determining house price premia. Using micro-level student data from the New Zealand Ministry of Education, we operationalise school quality as the variation in university entrance rates over the years. We then exploit the overlapping geographically defined school zones and a unique socioeconomically based funding system in New Zealand to decompose the total effect of neighbourhoods and school qualities. Our results from the hedonic pricing, boundary-discontinuity, and repeat-sales model indicate that school quality, school decile, and school options are complement to each other that leads homebuyers to have a higher willingness to pay. We also discuss the planning implications on school segregation.

School Catchment Zone Mergers and Housing Wealth Redistribution

This study investigates how perceived school quality affects housing values, using a new estimation method. Our empirical design takes advantage of the mergers of school catchment zones initiated by the government to develop quasi-experiments. We find that, in zones that gained sudden access to higher ranked schools, housing prices increased by 1.3 to 4.1 percent. Larger and more expensive houses appreciated more in response to the improvement in perceived quality of available schools. The findings generate important policy implications regarding housing wealth redistribution and housing expenditures among different households. The study also enriches the literature on the capitalization effect of school quality.

Estimating the Effect of School Quality on Mortality in the Presence of Migration: Evidence from the Jim Crow South

How does school quality affect health amid multiple behavioral responses? The Rosenwald schools transformed school quality for rural southern African Americans in the early 1900s. Research shows that the schools made black migration northward more likely and that the Great Migration shortened life expectancy for these migrants. Besides the hypothesized health-enhancing effects of school quality, negative health effects might also occur through migration. We disentangle behavioral mechanisms and find complete exposure to the Rosenwald schools increased life expectancy by 2–3 months; a more naive approach finds no relationship. Results are robust to heterogeneous treatment effects and various measurement issues.

Days and Confused: Housing Price and Liquidity Response to New Local Public Schools

The existing real estate literature extensively documents the relationship between housing prices and school quality and, to a lesser extent, the effects of school quality on market liquidity. However, the capitalization and liquidity effects of new schools with unknown quality has been substantially understudied given the importance of understanding homebuyer responses to the opening of new schools. In this paper, we implement a novel three-stage least squares estimation framework to jointly examine the impact of newly opened elementary schools on housing prices and liquidity in Baltimore County, Maryland. The results provide strong evidence that homebuyers positively value these new schools through increases in prices and liquidity, despite their level of unknown quality, and the results are robust to alternative specifications and explanations. The outcomes of this research suggest future empirical work must address both price and liquidity concerns when determining the impacts of localized policies that shift school boundaries.

The Housing Costs Associated with School Quality in the United States, 2009-2018

In discussions of the barriers faced by the poor to accessing high-quality K-12 education, housing costs figure prominently. A common view is that housing costs more in school zones with higher quality schools. But is this view accurate? And if so, how much more does it cost? We investigate this question by relating two test-based school-level measures of educational quality, standardized test score levels and rates of student learning, with housing cost measures around the school based on homeownership, renting, or both. Our work contributes the first nationwide estimates of this relationship for rates of student learning, and to date the most comprehensive nationwide examination these associations for the levels of test scores. Using a model of choice, we justify our correlational analysis as reflecting the school quality cost curve faced by a household that strongly desires school quality at the expense of other amenities. We find that test score levels are strongly positively related to housing costs, and in particular exhibit a strongly convex (concave up) relationship when levels are measured in the conventional metric of student population standard deviations. Growth rates are significantly and approximately linearly positively associated with housing costs. We further examine the policy moderators of commuting zone average zoning restrictiveness and school choice intensity, finding that the cost curves are especially steeper in commuting zones with highly restrictive zoning. Finally, we compare our associations to the hedonics literature that estimates the effects of school quality on housing prices.

Racial/ethnic differences in the association of high school quality with later life cognitive function

AbstractBackgroundLonger education predicts better cognitive health, but it is unclear whether other attributes of schooling matter, or whether educational opportunities confer equal benefits across our society. We examined racial/ethnic differences in the association of high school quality with later life cognition among a unique cohort of older adults followed since high school.MethodIn 1960, about 5% of US high schools participated in Project Talent (PT). PT measured demographics and aptitude in students and gathered objective information about school characteristics. In 2018‐2019, a total of 2,353 PT participants (mean age=74.6) responded to a telephone interview, which included neuropsychological tests. Language ability was measured with animal (semantic) and letter F (phonemic) fluency. Memory was measured with the CERAD learning list and delayed recall savings. A school quality factor score, capturing term length, class size, and teacher qualifications, was used as a predictor of individual test scores. We examined differences in the association between school quality and cognitive function by self‐reported race/ethnicity. For each outcome, we estimated two linear regression models. We first estimated the main effects of school quality and race/ethnicity, adjusting for 1960 cognitive aptitude, sex/gender, age, and a composite measure of parental socioeconomic status, then we added an interaction term for school quality and race/ethnicity.ResultRespondents were mostly non‐Hispanic White (76%), 10% non‐Hispanic Black, 4% Hispanic (of any race) and 9% self‐identified as Asian, Pacific Islander, Middle Eastern/North African, American Indian/Alaska Native, or more than one race. School quality was highest for Hispanic respondents and lowest for Blacks. Higher school quality was associated with higher cognitive scores 58 years later, reaching statistical significance for CERAD learning (0.05 SD; 95%CI: 0.01;0.09) and letter fluency 0.07 SD (95%CI 0.03;0.1). Whites, Hispanics, and other racial/ethnic groups benefited more from higher school quality compared to Blacks, and this was reliably different for phonemic fluency.ConclusionAttending higher quality high schools was associated with better scores on neurocognitive tests 58 years later. Future work will examine the structural and social inequalities to address why non‐Hispanic Black students had lower cognitive benefits from higher school quality than other racial/ethnic groups.

A social-media-based approach to assessing the effectiveness of equitable housing policy in mitigating education accessibility induced social inequalities in Shanghai, China

Social inequalities induced by education accessibility are widespread and concern land use policy makers globally. Yet much of existing research heavily emphasizes on uncovering the spatial patterns of housing price in relation to education resources. This paper aims to renew our understanding of this classical topic by bringing the importance of temporal and institutional dynamics to the fore. Specifically, this research presents a detailed examination of the relationship between school quality and housing rental dynamics under the intervention of equitable housing policy, with special reference to Shanghai, the most developed megacity in China, also one of the first Chinese cities granting equal rights for renters to access schools within the catchment area. Based on time-series housing rental data collected from social media, the t-test discovers that school quality has a significant impact on housing rental prices after the introduction of this new housing policy. Moreover, housing rental prices within high-quality school districts are significantly higher than those within ordinary school districts. The hedonic model and variance partitioning further confirm that school quality is capitalized into housing rental prices, and its relative contribution varies with temporal periods. More specifically, how the relative contribution of school quality changes over time is consistent with the schedule of primary school enrollment and sensitive to policy intervention. The difference in difference model foregrounds that the equitable housing policy does result in rental prices hike in high-quality school districts, i.e., a 13.5 % rental premium of housings within high-quality school districts compared with those within ordinary ones. We conclude that the equitable housing policy fails to achieve the expected goal and propose alternative suggestions for mitigating social inequalities in education accessibility. This study demonstrates a novel methodological framework for evaluating the social consequence of equitable housing policy based on social media data. It unravels how housing rental changes with school district division and the capitalization effect of school quality in housing rental prices.

Valuing primary schools in urban China

We study the effect of school quality on housing prices in urban China. Our objective is to provide an estimate of the school-quality premium based on the best available data. To account for unobserved neighborhood characteristics, we adopt the boundary-discontinuity design of Black (1999) and the matching strategy proposed by Fack and Grenet (2010). The results suggest that parents value public primary schools that have outstanding records in academic tournaments. The school-quality premium is highly non-linear. While a tournament superstar—a school above the 90th percentile in tournament performance—causes housing prices in its neighborhood to increase by 14 percent, or about 430,000 RMB, the price difference between non-superstar schools is small.

The Effect of Education and School Quality on Female Crime

This paper estimates the effects of educational attainment and school quality on crime among American women. Using changes in compulsory schooling laws as instruments, we estimate significant effects of schooling attainment on the probability of incarceration using Census data from 1960-1980. Using data from the 1960-90 Uniform Crime Reports, we also estimate that increases in average schooling levels reduce arrest rates for violent and property crime but not white collar crime. The estimated reductions in crime for women are smaller in magnitude than comparable estimates for men; however, the effects for women are larger in percentage terms (relative to baseline crime rates). Our results suggest small and mixed direct effects of school quality (as measured by pupil-teacher ratios, term length, and teacher salaries) on incarceration and arrests. Finally, we show that the effects of education on crime for women is unlikely to be due to changes in labor market opportunities and may be more related to changes in marital opportunities and family formation.

The Effect of School Quality on Child Labour: Empirical Evidence from Côte d’Ivoire

The Effect of School Quality on Child Labour: Empirical Evidence from Côte d’Ivoire

The effect of school quality on housing rents: Evidence from Matsue city in Japan

This study investigates the effect of public school quality on housing rents within a school district. I estimate the causal effect of school quality as measured by average test scores on housing rents, by using a regression discontinuity design to control for unobserved characteristics of neighborhoods. Specifically, I focus on apartment buildings located within school attendance district boundaries. I find that school quality has a significantly positive effect on housing rents of apartments for families, but school quality does not have a significant effect on housing rents of dwellings for single people. These results show that parents are willing to pay more to send their children to a better school.

A critical review of the literature on the relationship between school quality and health inequalities

Robust evidence suggesting a strong association between greater educational attainment, better health and lower mortality, has led to speculation that the quality of schooling can also have effects on health. This review critically summarises findings from 15 studies in a growing area of research concerning the effects of school quality on health. Findings suggested positive, long‐term benefits of high‐quality pre‐school. Other findings suggested that higher teacher wages, lower pupil–teacher ratios, a longer school year, and higher college selectivity had mostly positive long‐term effects on health and mortality. Several studies found that school quality modified the effect of years of completed education on various health outcomes. Some measures of school quality including smaller class size in relation to mortality, and higher college selectivity in the case of smoking were not consistently related to better health. While studies varied in their consistency and significance, the weight of the evidence together, suggests that some health inequalities over the life course were explained partly by differences in school quality. This may be related to improved cognition, occupational characteristics, and the incomes of those exposed to better quality schooling. Direct health knowledge and behaviour may also play a role.

Estimating the Effect of School Quality on Mortality in the Presence of Migration: Evidence from the Jim Crow South

We consider the effects of school quality on health using the introduction of the Rosenwald schools which expanded educational opportunities for African Americans living in rural areas of the South during the early part of the 20th century. Prior research has shown that the Great Migration dramatically reduced the life expectancy of blacks who migrated north and prior research has also shown that Rosenwald schooling increased the likelihood of migration out of the South. This clouds measurement of a direct channel between schooling and survival. Because of this, we estimate the effect of the Rosenwald schools on mortality conditional on migration status. We find that addressing the endogenous migration of blacks is empirically important. Even though the advent of Rosenwald schools exogenously increased education, there is no correlation between Rosenwald school exposure and survival. But accounting for the negative impact of migration on survival induced by Rosenwald school exposure, we find that that complete exposure to the Rosenwald schools during childhood increased life expectancy by about two to three months. These findings highlight the importance of interpreting IV results carefully within the instruments historical context when addressing underlying mechanisms.

PENGARUH KUALITAS SEKOLAH, BAURAN PROMOSI DAN LOKASI SEKOLAH TERHADAP JUMLAH SISWA SMA SWASTA DI KABUPATEN PRINGSEWU TAHUN PELAJARAN 20162017

The purpose of this study was to determine the effect of school quality (X1), Promotion mix (X2), School location (X3) Against the number of students (Y). The type of this research is descriptive associative. Descriptive means describing the variables X1, X2, X3 dan Y, While the associative meaning seeks a relationship or influence between variables X1,X2, X3 and Y. This study uses ex post facto method, which is to test what has happened to the subject. The population in this study amounted to 24 schools, because the population is less than 100, the sampling technique in this study is to use saturated samples. All of the population is sampled. Based on the table, to test the above hypothesis is using statistic F. In the table it is explained that Fhitung = 10007.508With a level of significance 0,00. FhitungWith dk numerator = k and dk denominator = n-k-1 with α = 0,05 with Ftabel = F (0,05)(3; 103-3-1) = F(0,05)(3:100) = 2,790. Therefore Fhitung > Ftabel or 10007.508> 2,790. Means, H0 is rejected and H1 accepted. With a level of significance 0,00. Means, H0 is rejected and H1 accepted. It means that, there is a significant influence among school quality (X1), Promotion mix (X2), School location (X3) Against the number of students (Y). Level determination of 0.997 or 99.7%, this means the variable number of students (Y) is affected by school quality (X1), Promotion mix (X2), School location (X3) of 99,7%, The rest of 0.3% influenced by other factors not examined in this study. Keywords: Promotion mix and school location, School quality.

Uncertain School Quality and House Prices: Theory and Empirical Evidence

Observable measures of public school quality provide noisy signals of underlying quality to parents. Accordingly, this paper examines the house price effects of school quality and quality uncertainty. Residential bid rent theory under this type of uncertainty shows that greater school quality increases housing prices and steepens the gradient whereas quality risk decreases housing prices and flattens the gradient. The empirical models incorporate two sources of quality risk, the uncertainty over the quality of a given school and the uncertainty over which school a household will be assigned. Estimates reveal capitalization consistent with the theory. Including risk measures in the empirical model reduces quality level effects. All capitalization effects tend to be stronger in higher income neighborhoods. Further, attendance zone uncertainty exhibits more stable capitalization across subsamples than does uncertainty over the performance of a given school.

The Education Gap of China’s Migrant Children and Rural Counterparts

Rural residents in China today face at least two key decisions: a) where to live and work; and b) where to send their children to school. In this paper we study the second decision: should a rural parent send their child to a public rural school or have him or her attend a private migrant school in the city. While there is an existing literature on the impact of this decision on student academic performance, one of the main shortcomings of current studies is that the data that are used to analyse this issue are not fully comparable. To fill the gap, we collected data on the educational performance of both migrant students who were born in and come from specific source communities (prefecture) in rural China and students who are in rural public schools in the same source communities. Specifically, the dataset facilitates our effort to measure and identity the academic gap between the students in private migrant schools in Shanghai and Suzhou and those in the public rural schools in Anhui. We also seek to identify different sources of the gap, including selection effects and observable school quality effects. According to the results of the analysis, there is a large gap. Students in public rural schools outperform students in private migrant schools by more than one standard deviation (SD). We found that selection effects only account for a small part of this gap. Both school facility effects and teacher effects explain the achievement gap of the students from the two types of schools, although these effects occur in opposite directions.

School Quality and the Gender Gap in Educational Achievement

Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools--thereby purging family heterogeneity--and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.