Acknowledgments

Extract

The idea for this book grew out of a series of conferences held by the National Bureau of Economic Research (NBER) that were related to the topics of school finance and public economics. A great debt is owed to Martin Feldstein and James Poterba for suggesting and supporting these conferences, which Caroline Hoxby organized. At these conferences, it became clear that the topic drawing the most interest was school choice. A critical mass of NBER researchers were working on school choice, although they came from a variety of fields (public economics, labor economics, macroeconomics, and industrial organization). Researchers' approaches initially differed a good deal with their backgrounds, but by 2001, it was clear that the group as a whole had developed joint approaches and joint insights. It was at this point that we were able to envision this book and the conference in Islamorada, Florida, where it was presented.

The authors wish especially to acknowledge the contribution of Martin Feldstein, who recognized that the economics of school choice had “come of age” and whose support was invaluable. They next wish to thank the fellow researchers who offered critical comments on the book at the Florida conference: Joseph Altonji, John Chubb, Chester Finn, Jane Hannaway, Thomas Kane, Michael Kremer, Helen Ladd, Charles Manski, Richard Murnane, Derek Neal, and Ananth Sheshadri. The discussion at the Florida conference and at previous conferences were also enriched by the comments of Roland Benabou, William Evans, Martin Feldstein, Robert Inman, John Kain, James Poterba, Robert Schwab, and William Testa. Two anonymous reviewers gave us pointed and wise comments that helped us make crucial last revisions. Indeed, all of the authors wish to acknowledge that a great share of the insights and an even greater share of the clarity in their chapters would not be there without the persistent, targeted questions of others interested in school choice—policy makers, legislators, fellow researchers, philanthropists, and the audiences we face when presenting research publicly. They often provide us with the best method of saying or showing something. For help with data, the authors are very grateful to numerous staff members at the Children's Scholarship Fund, the Texas Schools Microdata Project, the Arizona Department of Education, the Florida Department of Education, the Michigan Department of Education, the Wisconsin Department of Public Instruction, and the National Center for Education Statistics.

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