Education Finance and Accountability Program
Jerry Miner, Robert Bifulco,
Amy Ellen Schwartz,
The Education Finance and Accountability Program (EFAP) was established in 2001. It is part of the well-known, multi-disciplinary Center for Policy Research in the Maxwell School at Syracuse University.
The purpose of the Education Finance and Accountability Program, or EFAP, is to promote research, education, and debate about fundamental issues in the system of elementary and secondary education in the United States. The central focus
of the program is on the tax and state aid programs that fund this system and on policies to promote efficiency and accountability in school districts. However, EFAP also sponsors research and debate on other issues related to elementary and secondary
The central activity at EFAP is scholarly research. This web site describes current EFAP research projects, provides access to working papers, and describes publications from past projects. In addition, the center holds periodic
seminars with speakers affiliated with EFAP or outside speakers. A calendar of EFAP events is also available on this web site.
Many graduate students participate in the activities of EFAP, and graduate education is one of the program’s main
concerns. This web site lists recent dissertations on topics in education by graduate students affiliated with EFAP provides access to teaching material on education finance, and describes education-related graduate courses that are available in the
By: Renee Gearhart Levy, Syracuse University
According to Maxwell experts in education finance and school choice, efforts to federalize school standards represent a laudable national reinvestment in education. However, programs like No Child Left Behind fundamentally strain current systems. And, what’s
more, they might not work.
Helping Children Left Behind: State Aid and the Pursuit of
By: John Yinger
Hedonic Markets and Explicit Demands: Bid-Function Envelopes
for Public Services and Neighborhood Amenities, *Appendices
By: John Yinger
Can Nonexperimental Replicate Estimates Based on Random
Assignment in Evaluations of School Choice? A
By: Robert Bifulco
Determinants of Teacher Attrition in Upstate New York
By: Jan Ondrich, Emily Pas, and John Yinger
The No Child
Left Behind Act: Have Federal Funds Been Left Behind?
By: William Duncombe, Anna Lukemeyer, and John Yinger
Qualified Teachers: Do District Recruitment Practices
By: Dana Balter and William Duncombe
Responding to the Charge of Alchemy: Strategies for
Evaluating the Reliability and Validity of Costing-Out
By: William Duncombe