| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w24610 |
| 来源ID | Working Paper 24610 |
| Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments | |
| Rebecca Dizon-Ross | |
| 发表日期 | 2018-05-21 |
| 出版年 | 2018 |
| 语种 | 英语 |
| 摘要 | Information about children’s school performance appears to be readily available. Do frictions prevent parents, particularly low-income parents, from acting on this information when making decisions? I conduct a field experiment in Malawi to test this. I find that parents’ baseline beliefs about their children’s academic performance are inaccurate. Providing parents with clear and digestible academic performance information causes them to update their beliefs and correspondingly adjust their investments: they increase the school enrollment of their higher-performing children, decrease the enrollment of their lower-performing children, and choose educational inputs that are more closely matched to their children’s academic level. These effects demonstrate the presence of important frictions preventing the use of available information, with heterogeneity analysis suggesting the frictions are worse among the poor. |
| 主题 | Microeconomics ; Economics of Information ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w24610 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/582284 |
| 推荐引用方式 GB/T 7714 | Rebecca Dizon-Ross. Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments. 2018. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w24610.pdf（1027KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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