Ozkan Eren () (Department of Economics, University of Nevada, Las Vegas) Daniel J. Henderson () (Department of Economics, State University of New York at Binghamton and IZA Bonn)
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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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Paper provided by University of Nevada, Las Vegas , Department of Economics in its series Working Papers with number
0907.
Find related papers by JEL classification: C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data I21 - Health, Education, and Welfare - - Education - - - Analysis of Education I28 - Health, Education, and Welfare - - Education - - - Government Policy
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