Parental Responses to Children's Achievement Test Results

Deborah Cobb-Clark, Tiffany Ho and Nicolas Salamanca
Additional contact information
Tiffany Ho: ARC Centre of Excellence in Population Ageing Research (CEPAR)

No 14663, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We use quasi-experimental variation in the timing of national standardized test-score reports to estimate the causal impact of giving parents objective information about children's academic achievement. Releasing test scores leads to more modest perceptions of academic achievement and reduced school satisfaction. The use of private tutoring is increased, while extracurricular activities are reduced. Examining the underlying mechanisms, we show that is it public-school parents and parents of children receiving unexpectedly "bad" test scores who alter their perceptions. Learning that a child scores above the national average raises perceived academic achievement and time devoted to education, while reducing leisure time.

Keywords: parental investments; test-score information; parental perceptions; overconfidence (search for similar items in EconPapers)
JEL-codes: D10 D90 I21 J13 (search for similar items in EconPapers)
Pages: 61 pages
Date: 2021-08
New Economics Papers: this item is included in nep-edu, nep-isf, nep-lab and nep-ure
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Citations: View citations in EconPapers (5)

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Working Paper: Parental Responses to Children’s Achievement Test Results (2021)
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