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作者

来源

来源 JOURNAL OF URBAN ECONOMICS,Vol.75,P.15-28

语言

英文

关键字

C21;I20;H75;R21;House prices;School quality;Boundary discontinuities

作者单位

Department of Geography and Environment and Centre for Economic Performance, London School of Economics, UK"}]},{"#name":"affiliation","$":{"id":"aff2;Department of Economics, University College London and Centre for Economic Performance, London School of Economics, UK"}]},{"#name":"correspondence","$":{"id":"cor1;Department of Geography and Environment and Centre for Economic Performance, London School of Economics, UK"}]},"aff2":{"#name":"affiliation","$":{"id":"aff2;Department of Economics, University College London and Centre for Economic Performance, London School of Economics, UK"}]}},"correspondences":{"cor1":{"#name":"correspondence","$":{"id":"cor1

摘要

Existing research shows that house prices respond to local school quality as measured by average test scores. However, higher test scores could signal higher academic value-added or higher ability, more sought-after intakes. In our research, we show that both school value-added and student prior achievement – linked to the background of children in schools – affect households’ demand for education. In order to identify these effects, we improve the boundary discontinuity regression methodology by matching identical properties across admissions authority boundaries; by allowing for boundary effects and spatial trends; by re-weighting our data towards transactions that are closest to district boundaries; by eliminating boundaries that coincide with major geographical features; and by submitting our estimates to a number of novel falsification tests. Our results survive this battery of tests and show that a one-standard deviation change in either school average value-added or prior achievement raises prices by around 3%.