Does Parent-Teacher Communication Truly Boost Students' School Performance?

Kaixing Huang (), Yuxi Liao and Renfu Luo

MPRA Paper from University Library of Munich, Germany

Abstract: Parent-teacher communication has long been regarded as vital for children's academic success. Our theoretical model indicates that when parents contact teachers, it may have a positive direct effect and a negative spillover effect on students’ performance. Using a large panel of junior high school students randomly assigned to classes, we find a substantial negative spillover effect and a far smaller direct effect on both the academic and non-cognitive performances of students, which indicates a significantly negative net effect of parents’ contacting teachers. The strong negative spillover effect can be attributed to the decline in teachers' attention to and attitude towards students, and this effect is more pronounced for students with lower performance and whose parents have a lower social status. Our finding suggests that excessive parent-teacher contact should be avoided to safeguard student performance and educational equality.

Keywords: Parent-teacher communication; spillover effect; student performance; educational equality (search for similar items in EconPapers)
JEL-codes: D62 I21 I24 (search for similar items in EconPapers)
Date: 2024-12-01
New Economics Papers: this item is included in nep-edu and nep-ure
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