Abstract
Participatory budgeting (PB) fosters community engagement in the allocation of public funds. Although its popularity has diminished in general-purpose governments, it is gaining traction in school districts. Yet research on PB’s managerial implications remains scarce. This study analyzes a PB process in a New York school district, examining key stages, participants, and engagement dynamics using quantitative and qualitative data. Our findings underscore important implementation challenges that necessitate careful consideration before advocating the widespread adoption of school PB.
| Original language | English |
|---|---|
| Pages (from-to) | 419-445 |
| Number of pages | 27 |
| Journal | Administration and Society |
| Volume | 56 |
| Issue number | 4 |
| DOIs | |
| State | Published - Apr 2024 |
Bibliographical note
Publisher Copyright:© The Author(s) 2024.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The paper benefited from support from the Syracuse City School District (Syracuse, NY) and the Program for the Advancement of Research on Conflict and Collaboration at the Syracuse University Maxwell School of Citizenship and Public Affairs as well as input from participants at the 2021 Association for Budgeting and Financial Management Conference. Any remaining errors are our own.
| Funders | Funder number |
|---|---|
| Syracuse City School District | |
| Maxwell School of Citizenship and Public Affairs, Syracuse University |
Keywords
- participatory budgeting
- policy tool
- public financial management
- public participation
- schools
ASJC Scopus subject areas
- Sociology and Political Science
- Public Administration
- Marketing