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Following in Your Parents' Footsteps? Empirical Analysis of Matched Parent-Offspring Test Scores

  • Brown, Sarah

    ()

    (University of Sheffield)

  • McIntosh, Steven

    ()

    (University of Sheffield)

  • Taylor, Karl

    ()

    (University of Sheffield)

In this paper, we explore whether an intergenerational relationship exists between the reading and mathematics test scores, taken at age 7, of a cohort of individuals born in 1958 and the equivalent test scores of their offspring measured in 1991. Our results suggest that how the parent performs in reading and mathematics during their childhood is positively related to the corresponding test scores of their offspring as measured at a similar age. The results further suggest that the effect of upbringing is mainly responsible for the inter-generational relationship in literacy, while genetic effects seem more relevant with respect to numeracy.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 3986.

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Length: 28 pages
Date of creation: Jan 2009
Date of revision:
Publication status: published in: Oxford Bulletin of Economics and Statistics, 2010, 73 (1), 40-58
Handle: RePEc:iza:izadps:dp3986
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  15. Jere R. Behrman & Mark R. Rosenzweig, 2005. "Does Increasing Women's Schooling Raise the Schooling of the Next Generation? Reply," American Economic Review, American Economic Association, vol. 95(5), pages 1745-1751, December.
  16. Anders Björklund & Mikael Lindahl & Erik Plug, 2006. "The Origins of Intergenerational Associations: Lessons from Swedish Adoption Data," The Quarterly Journal of Economics, MIT Press, vol. 121(3), pages 999-1028, 08.
  17. Hakkinen, Iida & Kirjavainen, Tanja & Uusitalo, Roope, 2003. "School resources and student achievement revisited: new evidence from panel data," Economics of Education Review, Elsevier, vol. 22(3), pages 329-335, June.
  18. Susanne James-Burdumy, 2005. "The Effect of Maternal Labor Force Participation on Child Development," Journal of Labor Economics, University of Chicago Press, vol. 23(1), pages 177-211, January.
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