Public schools, public choice

No one can know the preferences or values of other persons apart from giving those persons an opportunity to express their preferences or values. If constituencies and collectivities are organized in a way that does not reflect the diversity of interests among different groups of people, then producers of public goods and services will be taking action without information as to the changing preferences of the persons they serve. Expenditures may be made with little reference to consumer utility. Producer efficiency in the absence of consumer utility is without meaning. Large per capita expenditures for educational services which are not conceived by the recipients to enhance their life prospects may be grossly unproductive. Education can be a sound investment in human development only when individuals perceive the effort as enhancing their life prospects.
Vincent Ostrom and Elinor Ostrom, "Public Choice: A Different Approach to the Study of Public Administratration," Public Administration Review, Vol. 31, No. 2 (Mar. - Apr., 1971), 203-216.

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