Are we wasting our children's time by giving them more homework?
Ozkan Eren and
Daniel Henderson ()
Economics of Education Review, 2011, vol. 30, issue 5, 950-961
Following an identification strategy that allows us to largely eliminate unobserved student and teacher traits, we examine the effect of homework on math, science, English and history test scores for eighth grade students in the United States. Noting that failure to control for these effects yields selection biases on the estimated effect of homework, we find that math homework has a large and statistically meaningful effect on math test scores throughout our sample. However, additional homework in science, English and history are shown to have little to no impact on their respective test scores.
Keywords: First; differencing; Homework; Instrumental; variable; Selection; bias; Unobserved; traits (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (11) Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
Working Paper: Are We Wasting Our Children's Time by Giving Them More Homework? (2011)
Working Paper: Are We Wasting Our Children’s Time by Giving them More Homework? (2009)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:30:y:2011:i:5:p:950-961
Access Statistics for this article
Economics of Education Review is currently edited by E. Cohn
More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().