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Labor Supply, Learning Time, and the Efficiency of School Spending: Evidence from School Finance Reforms. EdWorkingPaper No. 25-1287

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Title: Labor Supply, Learning Time, and the Efficiency of School Spending: Evidence from School Finance Reforms. EdWorkingPaper No. 25-1287
Language: English
Authors: John Bodian Klopfer, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 65
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DCE1148900
Document Type: Reports - Research
Descriptors: Educational Finance, Finance Reform, Expenditures, Academic Achievement, Value Added Models, National Competency Tests, National Surveys, School Effectiveness, Time Factors (Learning), School Personnel, Working Hours, Extended School Year
Assessment and Survey Identifiers: National Assessment of Educational Progress, Current Population Survey
Abstract: Does school spending raise achievement? I show that effects, benchmarked by schools' daily value added, are one-tenth to one-third as large as spending growth. Using school finance reforms for identification, I show that schools did not raise quality measured by value added. Instead, schools raised quantity measured by time diaries of staff and student hours, more than spending, with most hours added after testing. Private time costs of reforms exceed public costs. Achievement effects are small due to fadeout and delayed measurement, suggesting long-run economic effects may be more informative.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678255
Database: ERIC
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Does school spending raise achievement? I show that effects, benchmarked by schools' daily value added, are one-tenth to one-third as large as spending growth. Using school finance reforms for identification, I show that schools did not raise quality measured by value added. Instead, schools raised quantity measured by time diaries of staff and student hours, more than spending, with most hours added after testing. Private time costs of reforms exceed public costs. Achievement effects are small due to fadeout and delayed measurement, suggesting long-run economic effects may be more informative.
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      – SubjectFull: Educational Finance
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      – SubjectFull: Finance Reform
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      – SubjectFull: Expenditures
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