About the AuthorsHamilton Lankford is Associate Professor of Economics and Public Policy at the State University of New York at Albany. He received his Ph.D. in Economics from the University of North Carolina at Chapel Hill, and was a dissertation fellow at the Brookings Institution. Professor Lankfords current research focuses on the economics of education. He has collaborated with Jim Wyckoff on a series of projects examining public/private school choice and the allocation of school expenditures. He was awarded an NSF/ASSA/Census Fellowship to examine the effects of school choice and residential location choice on the racial composition of urban schools. He is also engaged in research examining the implicit subsidy to school districts from the property tax deduction on federal and state income taxes.
Peter Ochshorn is an economics consultant. Peter received his Ph.D. in Economics from the University of Michigan. Prior to his consulting career, Dr. Ochshorn was Assistant Professor of Economics at the State University of New York at Albany and was an economic researcher at the New York State Department of Taxation and Finance. Dr. Ochshorn specializes in econometrics and is the author of several articles that apply econometrics to various substantive areas.
James Wyckoff is Associate Professor of Public Administration and Policy and Economics at the State University of New York at Albany. He received his Ph.D. in Economics from the University of North Carolina at Chapel Hill. Professor Wyckoffs research is focused largely on the economics of education. Over the last several years, in collaboration with Hamp Lankford, he has pursued two lines of research. The first addresses issues of public and private school choice, examining factors relevant to these choices and how these choices affect the racial and economic characteristics and the academic quality of students in public and private schools. The second area of research examines how public schools allocate resources. This work explores changing resource allocations over time, with particular focus on teacher compensation and special education. It is from this research that the chapter in this volume is drawn.