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The Effects of School Quality and Family Functioning on Youth Math Scores: a Canadian Longitudinal Analysis

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Author Info
Pierre Lefebvre
Philip Merrigan
Matthieu Verstraete

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Abstract

This paper tries to disentangle the relative importance of family and school inputs on a child's cognitive achievement as measured by her percentile score on a mathematics test. We replicate a study by Todd and Wolpin (2007) in the United States with Canadian data. In contrast to their work that uses state-level indicators of school quality, we estimate our model with data from Statistics Canada's National Longitudinal Survey of Children and Youth (NLSCY) which provides micro-level information on the family and school history of the child. The sample used for the analysis is based on the 7- to 15-year-old longitudinal children who have completed at least two consecutive math tests. As in Todd and Wolpin, we conclude that cognitive outcomes are determined by current and past family inputs. Contrary to them, who find no impact of school inputs, we find that the quality of schools has a positive impact on achievement in mathematics.

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Publisher Info
Paper provided by CIRPEE in its series Cahiers de recherche with number 0822.

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Date of creation: 2008
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Handle: RePEc:lvl:lacicr:0822

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Related research
Keywords: Math scores; human capital; child development; school and family inputs; panel data;

Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data

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    Other versions:
  3. Stephen V. Cameron & James J. Heckman, 1998. "Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts of American Males," Journal of Political Economy, University of Chicago Press, vol. 106(2), pages 262-333, April. [Downloadable!] (restricted)
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    Other versions:
  6. Roland G. Fryer, Jr. & Steven D. Levitt, 2002. "Understanding the Black-White Test Score Gap in the First Two Years of School," NBER Working Papers 8975, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
    Other versions:
  7. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135. [Downloadable!]
    Other versions:
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  9. James J. Heckman & Jora Stixrud & Sergio Urzua, 2006. "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior," NBER Working Papers 12006, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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  10. Eric A. Hanushek & John F. Kain & Daniel M. O'Brien & Steven G. Rivkin, 2005. "The Market for Teacher Quality," NBER Working Papers 11154, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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    Other versions:
  19. 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. [Downloadable!] (restricted)
  20. Alan B. Krueger, 2003. "Economic Considerations and Class Size," Economic Journal, Royal Economic Society, vol. 113(485), pages F34-F63, February. [Downloadable!] (restricted)
    Other versions:
  21. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03. [Downloadable!] (restricted)
    Other versions:
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This page was last updated on 2009-11-19.

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