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

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  • 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

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

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References

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  1. 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.
  2. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, Royal Economic Society, vol. 113(485), pages F3-F33, February.
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  4. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, Elsevier, vol. 27(6), pages 615-631, December.
  5. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, Royal Economic Society, vol. 113(485), pages F64-F98, February.
  6. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series, Federal Reserve Bank of Chicago WP-02-28, Federal Reserve Bank of Chicago.
  7. Thomas Dee & Martin West, 2008. "The Non-Cognitive Returns to Class Size," NBER Working Papers 13994, National Bureau of Economic Research, Inc.
  8. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  9. Thomas Fuchs & Ludger Wößmann, 2007. "What accounts for international differences in student performance? A re-examination using PISA data," Empirical Economics, Springer, vol. 32(2), pages 433-464, May.
  10. 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.
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  12. 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.
  13. 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.
  14. Walsh, Patrick, 2010. "Is parental involvement lower at larger schools?," Economics of Education Review, Elsevier, Elsevier, vol. 29(6), pages 959-970, December.
  15. 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, University of Chicago Press, vol. 1(1), pages 91-136.
  16. 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.
  17. 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, Elsevier, vol. 19(3), pages 261-277, June.
  18. 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.
  19. 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.
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Citations

Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. Är det bra med läxor?
    by Eva Mörk in Ekonomistas on 2009-04-03 07:59:00
  2. Is homework worth the time?
    by Economic Logician in Economic Logic on 2011-04-15 14:24:00
Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
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Cited by:
  1. Kuehn, Zoe & Landeras, Pedro, 2012. "Study Time and Scholarly Achievement in PISA," Working Papers 2012-02, FEDEA.
  2. Kuehn, Zoe & Landeras, Pedro, 2012. "Study Time and Scholarly Achievement in PISA," MPRA Paper 49033, University Library of Munich, Germany.
  3. Torberg Falch & Marte Rønning, 2012. "Homework assignment and student achievement in OECD countries," Discussion Papers, Research Department of Statistics Norway 711, Research Department of Statistics Norway.

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  1. Economic Logic blog

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