新冠疫情期间对学区的政府间拨款与教育成果
Intergovernmental Grants to School Districts and Educational Outcomes During the COVID-19 Pandemic
NBER Working Papers · 2026 · [{"name": "Jeffrey Clemens", "affiliation": []}, {"name": "Philip G. Hoxie", "affiliation": []}, {"name": "Stan Veuger", "affiliation": []}]
中文摘要
联邦政府通过中小学紧急救济 (ESSER) 基金向学区拨付了 1895 亿美元的大流行援助。我们评估了这些资金对学区贫困率接近 5% 的学校的影响：阈值驱动的资金增加使我们得以实施断点-双重差分 (difference-in-discontinuities) 设计。联邦资金通过减少地方财政收入（包括财产税）转移给了居民, 并未导致学区生均支出增加。我们没有发现证据表明额外资金缓解了考试成绩的下滑。我们提供暗示性证据：在符合条件获得额外资金的学区, 政治参与（尤其是家长的参与）有所增加。这种参与度的提高与税负的下降, 可能解释了我们在此类学区观察到的更高入学率和更快复课进程。
Abstract
The federal government appropriated $189.5 billion in pandemic aid to school districts through the Elementary and Secondary School Emergency Relief (ESSER) fund. We evaluate their impact on schools with district poverty shares near 5%, where a threshold-driven increase in funds enables us to implement a difference-in-discontinuities design. Federal funds were passed on to residents through reductions in local revenue collections, including property taxes, and did not result in increased per-pupil expenditures by school districts. We find no evidence that additional funds mitigated the declines in test scores. We provide suggestive evidence that political engagement, especially from parents, increased in districts that qualified for additional funds. This combination of engagement and reduced taxation may explain the greater enrollment and faster reopening we observe in such districts.