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Heterogenous parental responses to education quality

Eric W. Chan

Education Economics, 2022, vol. 30, issue 3, 225-250

Abstract: Are parental inputs complements or substitutes to education quality? Using variation induced by identification into a gifted and talented (GT) program, I find no aggregate effects on parental behavior as a result of their child's access to a higher quality education. However, there are heterogeneous effects. Non-minority parents decrease engagement but increase tutoring. Minority and low-income parents increase engagement and increase both tutoring and in-home homework help. Results suggest that parental investments are not necessarily a strict complement or substitute but is nuanced dependent on demographic factors. I provide suggestive evidence that the primary mechanism is parental beliefs.

Date: 2022
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DOI: 10.1080/09645292.2021.1974345

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