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Parental and School Responses to Student Performance: Evidence from School Entry Rules

Author

Listed:
  • Fredriksson, Peter

    (Uppsala University)

  • Öckert, Björn

    (IFAU)

  • Tilley, J. Lucas

    (Stockholm University)

Abstract

We examine whether parental and school investments reinforce or compensate for student performance. Our analysis exploits school-starting-age rules in 34 countries, capturing achievement variation that arises because younger children typically underperform their older peers. Parents respond to lower performance by providing additional homework help, while schools allocate weaker students to smaller classes and offer more remedial tutoring. Notably, parents provide more support to low-performing children in nearly all countries studied. Compensatory investments increase over grade levels, suggesting parents and schools respond as information about achievement is revealed. Moreover, our evidence suggests that parental and school investments are substitutes.

Suggested Citation

  • Fredriksson, Peter & Öckert, Björn & Tilley, J. Lucas, 2024. "Parental and School Responses to Student Performance: Evidence from School Entry Rules," IZA Discussion Papers 16901, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp16901
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    References listed on IDEAS

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    1. Schwandt, Hannes & Wuppermann, Amelie, 2016. "The youngest get the pill: ADHD misdiagnosis in Germany, its regional correlates and international comparison," Labour Economics, Elsevier, vol. 43(C), pages 72-86.
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    More about this item

    Keywords

    human capital investment; parental inputs; school inputs; student performance; school starting age;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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