| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w26037 |
| 来源ID | Working Paper 26037 |
| Home and School in the Development of Children | |
| Francesco Agostinelli; Morteza Saharkhiz; Matthew J. Wiswall | |
| 发表日期 | 2019-07-08 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | 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. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Demography and Aging |
| URL | https://www.nber.org/papers/w26037 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/583711 |
| 推荐引用方式 GB/T 7714 | Francesco Agostinelli,Morteza Saharkhiz,Matthew J. Wiswall. Home and School in the Development of Children. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w26037.pdf（804KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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