Orange County NC Website
76 <br />Table 8. Public Usage Survey Results By Municipality— Maximum Possible Usage <br />V. Conclusions <br />The problem of equity vis -a -vis government provided goods, services, and tax burdens is <br />an issue of growing interest to taxpayers, government leaders and administrators, and other <br />stakeholders. All sides want to ensure that taxation, and the government provided benefits that <br />taxation brings about, are distributed as equitably as possible. Unfortunately, there is not an <br />objective definition of what `equity' actually is and therefore the topic of equity is normative in <br />nature. Nevertheless, this report has suggested two possible definitions— equity on the basis of <br />ability to pay and equity on the basis of usage. The first definition means that those households <br />that have higher levels of income /wealth should generally pay a larger share of taxes and receive <br />smaller shares of benefits than less affluent households. Of course, the exact ratio of these <br />taxation and benefits shares is once again a normative issue. <br />The second definition means that, generally speaking, households should pay taxes to <br />fund the government provided goods and services that are available to them and that they not pay <br />taxes to fund government provided services that are not provided to them. This second definition <br />of equity can be tricky to accurately calculate though as the example of public education shows. <br />Even though a household might never have any children in the public school system that does <br />not mean that they don't receive any benefits from the provision of public education. The doctor <br />that operates on them, the engineer who builds the roads that they drive on, and the park ranger <br />CCM Economics, LLC Orange County Tax Equity Page 39 <br />Orange County <br />Carrboro <br />Chapel Hill <br />Hillsborough <br />Mebane <br />Unincorp <br />Parks <br />100 <br />100 <br />100 <br />100 <br />100 <br />100 <br />Library <br />100 <br />100 <br />100 <br />100 <br />100 <br />100 <br />Transportation <br />11.95 <br />23.8 <br />8.69 <br />17.7 <br />16.6 <br />6.3 <br />Recycling <br />87 <br />85.4 <br />85.9 <br />85.4 <br />91.7 <br />94.2 <br />Senior Center <br />34.87 <br />33 <br />38 <br />40 <br />0 <br />34.14 <br />Health <br />16.7 <br />4.76 <br />9.7 <br />19.35 <br />50 <br />16.58 <br />W i Fi <br />63.6 <br />69 <br />51.1 <br />60.5 <br />49.9 <br />68.4 <br />V. Conclusions <br />The problem of equity vis -a -vis government provided goods, services, and tax burdens is <br />an issue of growing interest to taxpayers, government leaders and administrators, and other <br />stakeholders. All sides want to ensure that taxation, and the government provided benefits that <br />taxation brings about, are distributed as equitably as possible. Unfortunately, there is not an <br />objective definition of what `equity' actually is and therefore the topic of equity is normative in <br />nature. Nevertheless, this report has suggested two possible definitions— equity on the basis of <br />ability to pay and equity on the basis of usage. The first definition means that those households <br />that have higher levels of income /wealth should generally pay a larger share of taxes and receive <br />smaller shares of benefits than less affluent households. Of course, the exact ratio of these <br />taxation and benefits shares is once again a normative issue. <br />The second definition means that, generally speaking, households should pay taxes to <br />fund the government provided goods and services that are available to them and that they not pay <br />taxes to fund government provided services that are not provided to them. This second definition <br />of equity can be tricky to accurately calculate though as the example of public education shows. <br />Even though a household might never have any children in the public school system that does <br />not mean that they don't receive any benefits from the provision of public education. The doctor <br />that operates on them, the engineer who builds the roads that they drive on, and the park ranger <br />CCM Economics, LLC Orange County Tax Equity Page 39 <br />