Parental Effort, School Resources, and Student Achievement
This article investigates an important factor in student achievement—parental involvement. Using data from the National Education Longitudinal Study (NELS), we estimate a value-added education production function that includes parental effort as an input. Parental effort equations are also estimated as a function of child, parent, household, and school characteristics. Our results suggest that parental effort has a strong positive effect on achievement that is large relative to the effect of school resources and is not captured by family background variables. Parents appear to reduce their effort in response to increased school resources, suggesting potential "crowding out" of school resources.
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
- Kooreman, P. & Kapteyn, A.J., 1984.
"A disaggregated analysis of the allocation of time within the household,"
FEW 153, Tilburg University, School of Economics and Management.
- Kooreman, Peter & Kapteyn, Arie, 1987. "A Disaggregated Analysis of the Allocation of Time within the Household," Journal of Political Economy, University of Chicago Press, vol. 95(2), pages 223-49, April.
When requesting a correction, please mention this item's handle: RePEc:uwp:jhriss:v:43:y:2008:i:2:p:437-453. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()
If references are entirely missing, you can add them using this form.