Home and School in the Development of Children / Francesco Agostinelli, Morteza Saharkhiz, Matthew J. Wiswall.

By:

Agostinelli, Francesco

Contributor(s):

Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w26037.Publication details: Cambridge, Mass. National Bureau of Economic Research 2019.Description: 1 online resource: illustrations (black and white)Subject(s):

Online resources:

Available additional physical forms:

Hardcopy version available to institutional subscribers

Abstract: We develop a unified empirical framework for child development which nests the key features of two previously parallel research programs, the Child Development literature and the Education Production Function literature. Our framework allows for mis-measured cognitive and non-cognitive skills, classroom effects, parental influences, and complementarities/interactions. Although both are important, we estimate that differential parental investments are the more important source of end-of-kindergarten inequality than classroom quality. Higher quality classrooms and home investments have a larger effect on children entering kindergarten with skill deficits, a negative complementarity. Our estimated model replicates patterns by excluded race and family income variables and experimental results from the Tennessee STAR experiment. Finally, we find that the estimated classroom quality from standard value-added models would systematically be confounded with the student selection into classrooms based on their (omitted) non-cognitive skills and their home quality.

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w26037 (Browse shelf(Opens below))	Not For Loan

Total holds: 0

Collection: Colección NBER Close shelf browser (Hides shelf browser)

Previous	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	No cover image available	Next
Previous	nber w26034 The Founding of the Federal Reserve, the Great Depression and the Evolution of the U.S. Interbank Network /	nber w26035 Learning Management Through Matching: A Field Experiment Using Mechanism Design /	nber w26036 Complexity and Sophistication /	nber w26037 Home and School in the Development of Children /	nber w26038 Is Great Information Good Enough? Evidence from Physicians as Patients /	nber w26039 Global Dimensions of U.S. Monetary Policy /	nber w2604 The Choice of Monetary Instrument in Two Interdependent Economies Under Uncertainty /	Next

July 2019.

We develop a unified empirical framework for child development which nests the key features of two previously parallel research programs, the Child Development literature and the Education Production Function literature. Our framework allows for mis-measured cognitive and non-cognitive skills, classroom effects, parental influences, and complementarities/interactions. Although both are important, we estimate that differential parental investments are the more important source of end-of-kindergarten inequality than classroom quality. Higher quality classrooms and home investments have a larger effect on children entering kindergarten with skill deficits, a negative complementarity. Our estimated model replicates patterns by excluded race and family income variables and experimental results from the Tennessee STAR experiment. Finally, we find that the estimated classroom quality from standard value-added models would systematically be confounded with the student selection into classrooms based on their (omitted) non-cognitive skills and their home quality.