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Are we wasting our children's time by giving them more homework?

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Author Info

  • Eren, Ozkan
  • Henderson, Daniel J.

Abstract

Following an identification strategy that allows us to largely eliminate unobserved student and teacher traits, we examine the effect of homework on math, science, English and history test scores for eighth grade students in the United States. Noting that failure to control for these effects yields selection biases on the estimated effect of homework, we find that math homework has a large and statistically meaningful effect on math test scores throughout our sample. However, additional homework in science, English and history are shown to have little to no impact on their respective test scores.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 30 (2011)
Issue (Month): 5 (October)
Pages: 950-961

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Handle: RePEc:eee:ecoedu:v:30:y:2011:i:5:p:950-961

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Web page: http://www.elsevier.com/locate/econedurev

Related research

Keywords: First differencing Homework Instrumental variable Selection bias Unobserved traits;

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References

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  1. Eric A. Hanushek, 1979. "Conceptual and Empirical Issues in the Estimation of Educational Production Functions," Journal of Human Resources, University of Wisconsin Press, vol. 14(3), pages 351-388.
  2. Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
  3. Ozkan Eren & Daniel J. Henderson, 2008. "The impact of homework on student achievement," Econometrics Journal, Royal Economic Society, vol. 11(2), pages 326-348, 07.
  4. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
  5. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
  6. Joshua D. Angrist & Kevin Lang, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," American Economic Review, American Economic Association, vol. 94(5), pages 1613-1634, December.
  7. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
  8. Fuchs, Thomas & Wößmann, Ludger, 2007. "What accounts for international differences in student performance? A re-examination using PISA data," Munich Reprints in Economics 20303, University of Munich, Department of Economics.
  9. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998. "Teachers, Schools, and Academic Achievement," NBER Working Papers 6691, National Bureau of Economic Research, Inc.
  10. Petra E. Todd & Kenneth I. Wolpin, 2007. "The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps," Journal of Human Capital, University of Chicago Press, vol. 1(1), pages 91-136.
  11. Aksoy, Tevfik & Link, Charles R., 2000. "A panel analysis of student mathematics achievement in the US in the 1990s: does increasing the amount of time in learning activities affect math achievement?," Economics of Education Review, Elsevier, vol. 19(3), pages 261-277, June.
  12. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
  13. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
  14. Walsh, Patrick, 2010. "Is parental involvement lower at larger schools?," Economics of Education Review, Elsevier, vol. 29(6), pages 959-970, December.
  15. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
  16. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  17. Thomas Dee & Martin West, 2008. "The Non-Cognitive Returns to Class Size," NBER Working Papers 13994, National Bureau of Economic Research, Inc.
  18. Hoxby, Caroline M., 1999. "The productivity of schools and other local public goods producers," Journal of Public Economics, Elsevier, vol. 74(1), pages 1-30, October.
  19. repec:ebl:ecbull:v:9:y:2005:i:1:p:1-6 is not listed on IDEAS
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Citations

Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. Is homework worth the time?
    by Economic Logician in Economic Logic on 2011-04-15 14:24:00
  2. �r det bra med läxor?
    by Eva Mörk in Ekonomistas on 2009-04-03 07:59:00
Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
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Cited by:
  1. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
  2. Kuehn, Zoe & Landeras, Pedro, 2012. "Study Time and Scholarly Achievement in PISA," MPRA Paper 49033, University Library of Munich, Germany.
  3. Kuehn, Zoe & Landeras, Pedro, 2012. "Study Time and Scholarly Achievement in PISA," Working Papers 2012-02, FEDEA.

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  1. Economic Logic blog

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