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Out-of-school suspensions and parental involvement in children’s education

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  • Maria E. Canon

Abstract

Do parents alter their investment in their child?s human capital in response to changes in school inputs? If they do, then ignoring this effect will bias the estimates of school and parental inputs in educational production functions. This paper tries to answer this question by studying out-of-school suspensions and their effect on parental involvement in children?s education. The use of out-of- school suspensions is the novelty of this paper. Out-of-school suspensions are chosen by the teacher or the principal of the school and not by parents, but they are a consequence of student misbehavior. To account for the nature of these out-of-school suspensions, they are instrumented with measures of ?principal?s preference toward discipline.? The estimates show that, without controlling for selection, the level of parental involvement is negatively correlated with the number of out-of-school suspensions. Once selection is accounted for, the effect disappears?that is, out-of-school suspensions do not affect parental involvement in children?s education.

Suggested Citation

  • Maria E. Canon, 2011. "Out-of-school suspensions and parental involvement in children’s education," Working Papers 2011-022, Federal Reserve Bank of St. Louis.
    • Handle: RePEc:fip:fedlwp:2011-022
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    References listed on IDEAS

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    1. Datar, Ashlesha & Mason, Bryce, 2008. "Do reductions in class size "crowd out" parental investment in education?," Economics of Education Review, Elsevier, vol. 27(6), pages 712-723, December.
    2. 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.
    3. Maria E. Canon, 2010. "The role of schools in the production of achievement," Working Papers 2010-042, Federal Reserve Bank of St. Louis.
    4. Blau, David & Currie, Janet, 2006. "Pre-School, Day Care, and After-School Care: Who's Minding the Kids?," Handbook of the Economics of Education, in: Erik Hanushek & F. Welch (ed.), Handbook of the Economics of Education, edition 1, volume 2, chapter 20, pages 1163-1278, Elsevier.
    5. Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May.
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    Keywords

    Education; School choice;

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