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Parental and School Responses to Student Performance: Evidence from School Entry Rules

Author

Listed:
  • Fredriksson, Peter

    (Uppsala University and Uppsala Center for Labor Studies (UCLS))

  • Öckert, Björn

    (Uppsala University and Uppsala Center for Labor Studies (UCLS))

  • Tilley, Lucas

    (Center for Education and Leadership Excellence)

Abstract

We examine whether parental and school investments reinforce or compensate for student performance. Our analysis exploits school-starting-age rules in 34 countries, capturing achievement variation that arises because younger children typically underperform their older peers. Parents respond to lower performance by providing additional homework help and skills practice, while schools allocate weaker students to smaller classes and offer more remedial tu- toring. Notably, parents provide more support to low-performing children in nearly all countries studied. Compensatory investments increase over grade levels, suggesting parents and schools respond as more information about achievement is revealed. Moreover, our evidence suggests that parental and school investments are substitutes.

Suggested Citation

  • Fredriksson, Peter & Öckert, Björn & Tilley, Lucas, 2026. "Parental and School Responses to Student Performance: Evidence from School Entry Rules," Working Papers 26/4, Stockholm School of Economics, Center for Educational Leadership and Excellence.
    • Handle: RePEc:hhb:hastel:2026_004
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    References listed on IDEAS

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    1. Schwandt, Hannes & Wuppermann, Amelie, 2016. "The youngest get the pill: ADHD misdiagnosis in Germany, its regional correlates and international comparison," Labour Economics, Elsevier, vol. 43(C), pages 72-86.
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