Education, Land, and Location
Bibliographic Data
| ID | 19978652 |
|---|---|
| Authors | Ingram Ingram, Gregory K Ingram, co-editor co-editor, Karen Gregory (0000-0003-4259-8541) |
| Year | 2014 |
| Publication date | 2014-05-20 |
| Open Access | No |
| Type | BOOK |
| Venue | Education, land, and location (SOURCE_BOOK) |
| Publisher | Lincoln Institute of Land Policy (PUBLISHER) |
| OpenAlex | W750296328 |
| Open Library | OL31017504M |
| ISBN | 9781558442894 |
| Language | EN |
| References cited | 4 |
ISBN 978-1-55844-289-4 Because most children throughout the world attend elementary and secondary schools near their homes, where they live usually determines where they go to school. In the United States, the relationship between residential location and education has been especially strong given the dominance of local funding and local control of K–12 education. School quality varies markedly among the more than 14,000 school districts across the United States and within many of the country’s large urban districts. Housing prices reflect school quality; houses in better school districts or more advantaged neighborhoods of large districts sell at a premium. In other words, school quality is capitalized into the price of land
Business · Demographic economics · Economic growth · Economics · Geography · Political science · School choice · Housing Market and Economics · School Choice and Performance · Urban, Neighborhood, and Segregation Studies · Education · Education and state · Educational sociology · Finance · Government policy · Land use · Municipal finance · School sites · Schools · sociological aspects · united states
| Citation velocity | historical |
|---|---|
| Highly cited | No |