Controlling Administrative Discretion Promotes Social Equity? Evidence from a Natural Experiment
研究利用自然实验，发现控制学校校长的行政自由裁量权能减少按社会经济地位划分的学生隔离，从而促进社会公平。
Abstract Although social equity has been a formal pillar of public administration for decades, identifying mechanisms through which public officials inadvertently reproduce unfair conditions remains a relevant topic. In particular, it is important to understand how the habits and practices of street‐level bureaucrats may result in an unjust allocation of public resources. This article provides evidence on how the administrative discretion conferred on school principals may result in an efficient but unfair condition regarding the allocation of students across schools, thus undermining social equity. By exploiting a natural experiment, we are able to provide reliable evidence on how controlling administrative discretion decreases the segregation of students based on their socioeconomic status .