Electoral Incentives and Public Education Spending: Evidence from Brazil
Leonardo Bursztyn
Supplemental Appendix
Enclosed at the end of this Supplemental Appendix is a copy of one of the versions of the questionnaire
used in the survey (the version containing the More education, less cash information shock). We also include
the English version of that questionnaire.
First, we present the two robustness tables referred to in the paper:
Table A.1: Growth in the number of schools and probability of reelection - Brazilian municipal elections (2004) - OLS regressions without public spending control (and thus with larger sample)
Dependent variable: incumbent party reelected in 2004 (dummy) - OLS regressions
[1]
[2]
Growth rate of number of primary municipal schools during term
0.0018
[0.007]
Median income below median (dummy)
Growth number schools*Median income below median
0.0110
[0.005]**
-0.0172
[0.025]
-0.0554
[0.029]*
Log monthly median income (2000 prices)
Growth number schools*Log monthly median income
Observations
R-squared
Mean of dependent variable
5,311
0.12
0.254
5,311
0.12
0.254
[3]
-0.2774
[0.137]*
0.1036
[0.030]***
0.0575
[0.028]**
5,310
0.12
0.254
Robust standard errors (clustered by state) in brackets
* significant at 10%; ** significant at 5%; *** significant at 1%
Additional controls: population, population density, literacy rate, fertility rate, GDP per capita,
infant mortality rate, prob. of survival above age 40, dummy on whether the current incumbent
party was reelected in 2000, dummies on whether state governor was from same party
as incumbent party in 2001-2002, or in 2003-2004, incumbent party dummies, state fixed effects.
A-1
Table A.2: Information shocks and assessment of the local government, adding interaction terms between treatment dummies and respondents’ schooling levels (OLS regressions)
Dependent variable:
0-10 grade given to state government
More education treatment dummy
More education, less cash treatment dummy
More cash treatment dummy
Log household income
Log of household
income
[1]
-4.3976
[1.461]**
-5.3150
[1.241]***
3.6039
[1.386]**
0.1999
[0.210]
Used measure of income:
Log of personal
Dummy: quartile 1 of
income
household income
[2]
[3]
-4.1408
0.8495
[1.693]**
[0.786]
-7.2961
-0.7091
[1.638]***
[0.951]
4.8679
0.6522
[1.524]***
[0.667]
Log personal income
-0.1168
[0.249]
Quartile 1 of household income
-0.0385
[0.459]
Household income below median
More education*measure of income
0.7561
[0.214]***
More education, less cash*measure of income
0.6250
[0.198]***
More cash*measure of income
-0.4223
[0.180]**
Years of schooling
0.0285
[0.055]
More education*Years of schooling
-0.0993
[0.063]
More education, less cash*Years of schooling
0.0671
[0.071]
More cash*Years of schooling
0.0098
[0.049]
Male indicator
-0.1499
[0.157]
Age
-0.0530
[0.029]*
Number of children
-0.0035
[0.059]
Child in public school dummy
0.2634
[0.177]
Beneficiary of local CCT program dummy
0.6053
[0.217]**
More diversion in education spending dummy
0.1724
[0.138]
Observations
1875
R-squared
0.11
Mean of dependent variable in control group
5.734
Robust standard errors (clustered by surveyor) in brackets
* significant at 10%; ** significant at 5%; *** significant at 1%
Dummy: household
income below median
[4]
1.1387
[0.729]
-0.3402
[0.811]
0.2539
[0.690]
0.7166
[0.259]**
0.9246
[0.253]***
-0.6199
[0.206]**
0.0392
[0.055]
-0.0748
[0.063]
0.0570
[0.065]
0.0181
[0.055]
-0.1593
[0.160]
-0.0414
[0.032]
-0.0168
[0.059]
0.2210
[0.161]
0.5287
[0.196]**
0.1970
[0.145]
1875
0.11
5.734
-0.5676
[0.474]
-0.8724
[0.586]
0.6560
[0.461]
0.0304
[0.055]
-0.0442
[0.069]
0.0937
[0.075]
-0.0208
[0.051]
-0.1363
[0.154]
-0.0433
[0.030]
-0.0053
[0.063]
0.1923
[0.156]
0.4858
[0.215]**
0.2211
[0.145]
1875
0.09
5.734
-0.5510
[0.281]*
-0.6984
[0.244]**
-0.9340
[0.350]**
0.8286
[0.410]*
0.0211
[0.054]
-0.0557
[0.064]
0.0807
[0.065]
-0.0043
[0.050]
-0.1756
[0.153]
-0.0503
[0.030]
-0.0046
[0.059]
0.2314
[0.166]
0.5511
[0.220]**
0.1945
[0.141]
1,875
0.10
5.734
Additional controls: marital status dummies, age squared, district and surveyor fixed effects, dummy equal to one if
respondent believes cash transfers are not part of social assistance spending (all columns); zero household income
and missing household income dummies, and their interactions with treatment dummies (column 1); zero personal
income and missing personal income dummies, and their interactions with treatment dummies (column 2);
missing household income dummy and its interaction with treatment dummies (columns 3 and 4).
A-2
Copy
Copy of
of questionnaire
questionnaire used
used with
with More
More Education,
Education, Less
Less Cash
Cash information
information shock
shock
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TRANSLATED VERSION OF QUESTIONNAIRE 2
(MORE EDUCATION, LESS CASH INFORMATION SHOCK)
Opinion Survey
Questionnaire 2
Name of surveyor: _______________________Date: ___________ Time of
interview:____________
Good morning! Good afternoon! My name is…. I am a surveyor. We are doing a survey
with the population of the Federal District.
First part: Information about respondent:
Complete name of respondent: ____________
Respondent’s phone numbers: _____________
Complete address: ______________________
A.
B.
C.
D.
E.
F.
G.
H.
City of residency of interviewee: _______________
Sex: 1( ) Male
2( ) Female
Age: ____________________
What is your level of schooling?
1. Illiterate
2. Just reads and writes
3. Incomplete primary
4. Complete primary
5. Incomplete secondary
6. Complete secondary
7. Incomplete undergraduate
8. Complete undergraduate
0. Does not know/no answer
What is your marital status?
1. Single
2. Married
3. Separated/Divorced
4. Widow(er)
5. Does not know/no answer
Could you tell me your monthly personal income? ________ In R$
1. Does not earn personal income
2. Does not know/no answer
Could you tell me your monthly family income? (Your household income)
________In R$
1. Does not earn personal income
2. Does not know/no answer
Could you tell me your exact schooling level?
0. None
1. First grade/primary
2. Second grade/primary
3. Third grade/primary
4. Fourth grade/primary
5. Fifth grade/primary
6. Sixth grade/primary
7. Seventh grade/primary
8. Eight grade/primary
9. First grade/secondary
10. Second grade/secondary
11. Third grade/secondary
12. Incomplete undergraduate
13. Complete undergraduate
14. Post-graduate
99. Does not know/no answer
Second part:
1. How many children do you have?
99. Does not know/no answer
2. How many of them go to school?
99. Does not know/no answer
3. How many of them study at a public school?
99. Does not know/no answer
4. Does your family receive conditional cash transfers from the Government of the
Federal District? (Renda Minha ou Bolsa-Escola, Vida Melhor program)
1. Yes
2. No
3. Does not know/no answer
5. If the respondent answered “yes” to the question above, please continue with the next
two questions. If not, skip both and go directly to question 7 (and mark “0” on the
next two questions).
Would you switch from your transfer (Renda Minha ou Bolsa-Escola, Vida Melhor)
to a transfer of equal amount, but which were paid independently of your child
attending school?
1. Yes
2. No
0.
6. Would you switch from your transfer (Renda Minha ou Bolsa-Escola, Vida Melhor)
to a transfer that paid R$ more, but which were paid independently of your child
attending school?
1. Yes
2. No
0.
7. Which of the following categories of public spending do you believe cash transfer
spending is part of?
1. Public education
2. Social assistance
3. Other category/categories
4. Does not know/no answer
8. Did you know that, compared to 2006, the state (Arruda) government increased in
2007 the share of total public expenditures allocated to public education by 9% but
reduced the share allocated to social assistance by 9%?
1. Yes
2. No
9. From 0 to 10, what grade would you give to the Arruda government until now? ____
99. Does not know/no answer
10. In the next questions, in case the respondent says he/she does not know the answer or
does not want to answer the question, please mark “0”.
What is more important for the state government to achieve? (Please choose one of
them)
1. Improve public education
2. Increase cash transfers
0.
11. Which of the following two numbers do you believe to be greater?
1. The amount actually spent in improving public education for every R$ 100
allocated by the local government to public education spending
2. The amount actually spent in increasing cash transfers for every R\$ 100
allocated by the local government to cash transfer spending.
0.
Thank you for your participation!
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