RESUMO
Using a sequence of questions from the 1996 US Panel Study of Income Dynamics (PSID), we explore the implications of interpersonal differences in parent's attitudes towards risk for the academic test scores of their children focusing on information drawn from the 1997 Child Development Supplement of the PSID. In addition, we explore whether parental risk preference influences whether the child subsequently attends college. Our findings suggest that a parent's degree of risk aversion is inversely related to the academic test scores of their children as well as being inversely related to the probability of attending college post high school.
Assuntos
Proteção da Criança , Educação , Pais , Assunção de Riscos , Fatores Socioeconômicos , Habilidades para Realização de Testes , Criança , Desenvolvimento Infantil , Proteção da Criança/economia , Proteção da Criança/etnologia , Proteção da Criança/história , Proteção da Criança/legislação & jurisprudência , Proteção da Criança/psicologia , Pré-Escolar , Educação/economia , Educação/história , História do Século XX , Humanos , Renda/história , Pais/educação , Pais/psicologia , Fatores Socioeconômicos/história , Habilidades para Realização de Testes/economia , Habilidades para Realização de Testes/história , Habilidades para Realização de Testes/psicologia , Estados Unidos/etnologiaRESUMO
In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to classrooms within their schools from kindergarten to third grade. This article evaluates the long-term impacts of STAR by linking the experimental data to administrative records. We first demonstrate that kindergarten test scores are highly correlated with outcomes such as earnings at age 27, college attendance, home ownership, and retirement savings. We then document four sets of experimental impacts. First, students in small classes are significantly more likely to attend college and exhibit improvements on other outcomes. Class size does not have a significant effect on earnings at age 27, but this effect is imprecisely estimated. Second, students who had a more experienced teacher in kindergarten have higher earnings. Third, an analysis of variance reveals significant classroom effects on earnings. Students who were randomly assigned to higher quality classrooms in grades K3as measured by classmates' end-of-class test scoreshave higher earnings, college attendance rates, and other outcomes. Finally, the effects of class quality fade out on test scores in later grades, but gains in noncognitive measures persist.
