撤点并校:整合教育资源还是减少教育投入?——基于1996—2009年的省级面板数据分析  

Dismantling Teaching Points:Integrate Education Resources or Reduce Investment in Education?Based on the Analysis of 1996—2009 Provincial Panel Data

作　　者：丁冬[1] 郑风田[1] 

机构地区：[1]中国人民大学农业与农村发展学院

出　　处：《经济学（季刊）》2015年第1期603-622,共20页China Economic Quarterly

基　　金：中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)项目成果(14XNH079)

摘　　要：撤点并校的行为动机受到诸多质疑。本文从政府财政支出中地方普通小学教育经费所占比重的角度,利用1996—2009年省级面板数据,对其进行理论分析和实证检验,基于固定效应模型、Driscoll and Kraay(1998)方法以及工具变量方法的实证结果显示:撤点并校在实施过程中受地方政府自利性影响,小学撤并伴随地方普通小学教育经费所占财政比重的显著下降,地方政府借撤点并校之机挤占并压缩了教育财政所占比例。本文政策含义是政府应实施教育财政适当集权。The motive of dismantling teaching points is being questioned by many aspects. This article analyses the nationwide provincial panel data from 1996 to 2009 from the perspective of financial expenditure accounted for education. Based on the results of theoreti- cal analysis and FE model. Driscoll and Kraay （1998） method and IV-GMM model empirical test, it indicated that, since education finance ratio decreased dramatically with the proceeding of dismantling teaching points, dismantling teaching points is implemented for local officials selfishness. This paper shows the policy implication that the government should take advantage of coordination strength by undertaking appropriate education finance centralization.

关 键 词：撤点并校 教育财政 面板数据 

分 类 号：G521[文化科学—教育学]