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Are We Wasting Our Children’s Time by Giving them More Homework?

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Author Info

  • 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)

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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File URL: http://web.unlv.edu/projects/RePEc/pdf/0907.pdf
File Function: First version, 2008
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Bibliographic Info

Paper provided by University of Nevada, Las Vegas , Department of Economics in its series Working Papers with number 0907.

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Length: 31 pages
Date of creation: Mar 2009
Date of revision:
Handle: RePEc:nlv:wpaper:0907

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Related research

Keywords: First Differencing; Homework; Selection Bias; Unobserved Traits;

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References

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  1. Thomas Fuchs & Ludger Woessmann, 2004. "What Accounts for International Differences in Student Performance? A Re-examination using PISA Data," Econometric Society 2004 Australasian Meetings 274, Econometric Society.
  2. 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.
  3. 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.
  4. 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.
  5. Angrist, Joshua & Lang, Kevin, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," IZA Discussion Papers 976, Institute for the Study of Labor (IZA).
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. Thomas Dee & Martin West, 2008. "The Non-Cognitive Returns to Class Size," NBER Working Papers 13994, National Bureau of Economic Research, Inc.
  13. 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.
  14. repec:ebl:ecbull:v:9:y:2005:i:1:p:1-6 is not listed on IDEAS
  15. 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.
  16. 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.
  17. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  18. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages F64-F98, February.
  19. Walsh, Patrick, 2010. "Is parental involvement lower at larger schools?," Economics of Education Review, Elsevier, vol. 29(6), pages 959-970, December.
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Citations

Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. �r 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
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Cited by:
  1. Torberg Falch & Marte Rønning, 2012. "Homework assignment and student achievement in OECD countries," Discussion Papers 711, Research Department of Statistics Norway.
  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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