Replication data for: Parents' Beliefs about Their Children's Academic Ability: Implications for Educational Investments

Principal Investigator(s): View help for Principal Investigator(s) Rebecca Dizon-Ross

Name	File Type	Size	Last Modified
20171172_data			12/07/2019 08:08:AM
LICENSE.txt	text/plain	14.6 KB	12/07/2019 03:08:AM

Project Citation:

Dizon-Ross, Rebecca. Replication data for: Parents’ Beliefs about Their Children’s Academic Ability: Implications for Educational Investments. Nashville, TN: American Economic Association [publisher], 2019. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-12-07. https://doi.org/10.3886/E116195V1

Project Description

Summary: Schools worldwide distribute information to parents about their children's academic performance. Do frictions prevent parents, particularly low-income parents, from accessing this information to make decisions? A field experiment in Malawi shows that, at baseline, parents' beliefs about their children's academic performance are often inaccurate. Providing parents with clear, digestible performance information causes them to update their beliefs and adjust their investments: they increase the school enrollment of their higher-performing children, decrease the enrollment of lower-performing children, and choose educational inputs that are more closely matched to their children's academic level. Heterogeneity analysis suggests information frictions are worse among the poor.

Scope of Project

JEL Classification:
      C93 Field Experiments
      D83 Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
      I21 Analysis of Education
      I24 Education and Inequality
      J13 Fertility; Family Planning; Child Care; Children; Youth
      O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration

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Published Versions

V1 [2019-12-07]

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Dublin Core

DDI 2.5

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