ERIC Number: ED172382
Record Type: RIE
Publication Date: 1979-Apr-8
Reference Count: 0
Developmental versus Redistributive Policies in Central City and Suburban Schools.
Peterson, Paul E.
America's public education is often cited as an example of America's commitment to equality, yet it is supported primarily at the local government level, the level least able to further the redistribution of wealth. Data in the Coleman Report, misrepresented in the report itself as indicating that schools have little effect on the development of verbal ability, actually indicate that the redistributive effects of education in the northern United States are not strong. These effects were tested in a study of 121 urban school districts and 166 suburban school districts in the Chicago standard metropolitan statistical area. The results indicated that central city districts tend to be redistributive while suburban districts tend to be developmental in their handling of community wealth. This is apparently due to the homogeneous nature of suburban school district populations. Suburban districts can tailor their taxation levels, zoning requirements, and public services to appeal to a specific population with reasonable efficiency. Urban districts with more heterogeneous populations must provide standard, uniform services (including education) to all residents, regardless of socioeconomic station, with inefficient use of tax revenues (based on the ratio of taxes paid to services received by each individual taxpayer) the usual result. (Author/PGD)
Descriptors: Community Characteristics, Differences, Economics, Elementary Secondary Education, Equal Education, Government School Relationship, Local Government, Multiple Regression Analysis, Research Methodology, Resource Allocation, School Districts, Speeches, Suburban Schools, Urban Schools, Verbal Ability
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Coleman Report; Redistribution of Wealth
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)