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Parental Effort, School Resources, and Student Achievement

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  • Andrew J. Houtenville
  • Karen Smith Conway

Abstract

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.

Suggested Citation

  • Andrew J. Houtenville & Karen Smith Conway, 2008. "Parental Effort, School Resources, and Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 43(2), pages 437-453.
  • Handle: RePEc:uwp:jhriss:v:43:y:2008:i:2:p:437-453
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    References listed on IDEAS

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    1. Alan B. Krueger, 1999. "Experimental Estimates of Education Production Functions," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 497-532.
    2. 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 223-249, April.
    3. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 533-575.
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