Parental Involvement in Education: Evidence from Field Experiments in Developing Countries
Asad Islam ()
No 02-17, Monash Economics Working Papers from Monash University, Department of Economics
Greater parental involvement in their childrenâ€™s studies has been shown to be effective even in disadvantaged communities in developed countries. Based on a study of randomized field experiments involving regular, face-to-face meetings between teachers and parents in a rural Bangladesh setting, we show that this finding can be extended also to developing countries. Regular parentâ€“teacher meetings induced parents to spend more time assisting their children and monitoring their school work. Not only did this help to improve studentsâ€™ test scores but it also resulted in improvements in student attitudes and behavior. The treatment effects were robust across parental, teacher or school-level characteristics. These findings have major policy implications for developing countries where higher school enrolment levels have often not translated into improved educational outcomes: programs to stimulate parentâ€“teacher interactions are cost-effective, easy to implement and scale up.
Keywords: parental-teacher meeting; educational outcomes; field experiments; Bangladesh (search for similar items in EconPapers)
JEL-codes: C93 I21 O15 (search for similar items in EconPapers)
Pages: 53 pages
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