Thomas J. Nechyba
Professor of Economics
Professor Nechyba conducts his research within the fields of public finance, fiscal federalism, and the economics of education. His studies tend toward the investigation of function within local governments, public policy issues concerning disadvantaged families, and the economics behind primary and secondary education. He received funding for one of his latest projects, “An Empirical Investigation of Peer Effects in Schools and of Household Responses to School Policy Changes,” from a National Science Foundation grant. He also received support from the Lincoln Institute for Land Policy for his work, “Urban Sprawl;” from the Spencer Foundation for his study on, “The Role of Peers, Parental Choices, and Neighborhoods;” from the New Zealand Ministry of Education for a study on, “The Impact of Family and Community Resources on Education Outcomes;” and the Hoover Institution for the study, “The Implications of New Federalism.” He also received monetary support from the National Academy of Sciences for his investigation of the fiscal impact of immigrants, and from the Center for Economic Policy Research for various projects concerning education and welfare policy. In addition to his individual research pursuits, Professor Nechyba is also a Research Associate at the National Bureau of Economic Research.
- Ph.D., University of Rochester 1994
- B.A., University of Florida 1989
Nechyba, T. J. “What should students learn in intermediate microeconomics? To think conceptually from the fundamentals of the discipline.” Journal of Economic Education 50, no. 3 (July 3, 2019): 261–64. https://doi.org/10.1080/00220485.2019.1618769. Full Text
Nechyba, T. J. “Tiebout sorting and competition.” International Encyclopedia of Education, 2010, 388–93. https://doi.org/10.1016/B978-0-08-044894-7.01259-8. Full Text
Nechyba, Thomas J. “Alternative education finance strategies,” no. Mar (2006): 7–27.
Nechyba, T. J. “School Finance, School Choice and Residential Segregation.” Cesifo Economic Studies, 2005.
Nechyba, T. J. “School Competition and School Quality in the U.S..” Cesifo Dice Report Journal of Institutional Comparison 4 (December 2004): 3–8.
Nechyba, T. “Comment: Land taxation in New York City: A general equilibrium analysis.” City Taxes, City Spending: Essays in Honor of Dick Netzer, December 1, 2004, 95–100. https://doi.org/10.4337/9781845421632.00011. Full Text
Nechyba, T. J. “IQ and the wealth of nations..” Journal of Economic Literature 42, no. 1 (March 1, 2004): 220–21.
Nechyba, T. “Public School Finance and Urban School Policy: General Versus Partial Equilibrium Analysis.” Brookings Wharton Papers on Urban Affairs, October 2003, 139–70.
Nechyba, T. J. “Centralization, fiscal federalism, and private school attendance.” International Economic Review 44, no. 1 (February 1, 2003): 179–204. https://doi.org/10.1111/1468-2354.t01-1-00066. Full Text
Nechyba, T. J. “Chapter 22 Income and Peer Quality Sorting in Public and Private Schools,” 2:1327–68, 2006. https://doi.org/10.1016/S1574-0692(06)02022-8. Full Text
Nechyba, Thomas J. “Income and Peer Quality Sorting in Public and Private Schools.” In Handbook of the Economics of Education, edited by Erik Hanushek and F. Welch, 2:1327–68, 2006.
Nechyba, Thomas J. “Introducing School Choice into Multi-District Public School Systems,” 2002.
Nechyba, Thomas J. “Prospects for Land Rent Taxes in State and Local Tax Reforms,” 2002.
Nechyba, Thomas J. “The Economics of Education: Vouchers and Peer Group Effects,” 1998.
Nechyba, Thomas J. “Mobilizing the Private Sector in the United States: A Theoretical Overview.” In School Choice International: Exploring Public Private Partnerships, edited by R. Chakrabarti and P. E. Peterson, 47–69. M I T PRESS, 2009.
Nechyba, Thomas J. “The efficiency and equity of Tiebout in the United States: Taxes, services, and property values.” In Land Policies and Their Outcomes, edited by G. K. Ingram and Y. H. Hong, 68–89. LINCOLN INST LAND POLICY, 2007.
Nechyba, Thomas J. “Prospects for Achieving Equity or Adequacy in Education: The Limits of State Aid in General Equilibrium.” In Helping Children Left Behind: State Aid and the Pursuit of Educational Equity, edited by J. Yinger, 111–43. M I T PRESS, 2004.
Nechyba, T. J. “The benefit view and the new view - Where do we stand, twenty-five years into the debate?.” In Property Taxation and Local Government Finance, edited by W. E. Oates, 113–21. LINCOLN INST LAND POLICY, 2001.
Nechyba, T. J. “Public school finance and vouchers in a general equilibrium Tiebout world.” In 90th Annual Conference on Taxation, Proceedings, 119–25. NATIONAL TAX ASSOCIATION, 1998.
Nechyba, T. J. “Replacing capital taxes with land taxes: Efficiency and distributional implications with an application to the United States economy.” In Land Value Taxation, edited by D. Netzer, 183–204. LINCOLN INST LAND POLICY, 1998.
Nechyba, T. J. “Fiscal federalism and local public finance: A general equilibrium approach with voting.” In 1994 Proceedings of the Eighty Seventh Annual Conference on Taxation, edited by F. D. Stocker, 136–41. NATL TAX ASSOC-TAX INST AMER, 1995.
NSF - IGE: Enhancing Data Skills and Professional Readiness through Vertically-Integrated Interdisciplinary Data Science Capstone Projects awarded by National Science Foundation (Co Investigator). 2018 to 2021
CC*Data: ImPACT - Infrastructure for Privacy-Assured compuTations awarded by University of North Carolina - Chapel Hill (Principal Investigator). 2017 to 2020
To support research on the organizational structure, social networks, and capacity of member programs within El Sistema awarded by National Endowment for the Arts (Principal Investigator). 2016 to 2017
An Empirical Investigation of Peer Effects in Schools and of Household Responses to School Policy Changes awarded by National Science Foundation (Principal Investigator). 2004 to 2008
American Economic Association Summer Program and Minority Scholarship Program awarded by National Science Foundation (Co-Principal Investigator). 2005 to 2008
Efficient and Equitable Delivery of Education in a District-based Public School System awarded by National Science Foundation (Principal Investigator). 2000 to 2001