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Parents’ responses to teacher qualifications

Simon Chang (), Deborah Cobb-Clark () and Nicolas Salamanca ()

Journal of Economic Behavior & Organization, 2022, vol. 197, issue C, 419-446

Abstract: We identify the causal effect of children being assigned to more highly qualified teachers on their parents’ investments. Exploiting a unique setting in which teachers are randomly assigned to classes, we show that parents respond to more qualified teachers by increasing their children's private tutoring. A potential mechanism is an increase in parents’ belief that achievement is driven by student effort—for which tutoring is instrumental. Teacher qualifications are unrelated to test scores, however. Instead, they weaken students’ beliefs that effort is important for achievement, suggesting that private tutoring may have a demotivating effect on students. We conclude that family-wide behavioral reactions are important in educational production.

Keywords: Teacher quality; Student achievement; Parental investment; Beliefs; School effort (search for similar items in EconPapers)
JEL-codes: D10 I21 I24 (search for similar items in EconPapers)
Date: 2022
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Related works:
Working Paper: Parents' Responses to Teacher Qualifications (2020) Downloads
Working Paper: Parents' Responses to Teacher Qualifications (2020) Downloads
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Persistent link: https://EconPapers.repec.org/RePEc:eee:jeborg:v:197:y:2022:i:c:p:419-446

DOI: 10.1016/j.jebo.2022.03.009

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Journal of Economic Behavior & Organization is currently edited by Houser, D. and Puzzello, D.

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