Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/245714 
Erscheinungsjahr: 
2021
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 14663
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
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.
Schlagwörter: 
parental investments
test-score information
parental perceptions
overconfidence
JEL: 
I21
J13
D10
D90
Dokumentart: 
Working Paper

Datei(en):
Datei
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