أعرض تسجيلة المادة بشكل مبسط

dc.creator Creel, Michael
dc.creator Farell, Montserrat
dc.date 2007-10-30T15:53:39Z
dc.date 2007-10-30T15:53:39Z
dc.date 2006-06-20
dc.date.accessioned 2017-01-31T00:57:47Z
dc.date.available 2017-01-31T00:57:47Z
dc.identifier http://hdl.handle.net/10261/1728
dc.identifier.uri http://dspace.mediu.edu.my:8181/xmlui/handle/10261/1728
dc.description Abstract We re-examine the theoretical concept of a production function for cognitive achievement, and argue that an indirect production function that depends upon the variables that constrain parents' choices is both more tractable from an econometric point of view, and more interesting from an economic point of view than is a direct production function that depends upon a detailed list of direct inputs such as number of books in the household. We estimate flexible econometric models of indirect production functions for two achievement measures from the Woodcock-Johnson Revised battery, using data from two waves of the Child Development Supplement to the PSID. Elasticities of achievement measures with respect to family income and parents' educational levels are positive and significant. Gaps between scores of black and white children narrow or remain constant as children grow older, a result that differs from previous findings in the literature. The elasticities of achievement scores with respect to family income are substantially higher for children of black families, and there are some notable difference in elasticities with respect to parents' educational levels across blacks and whites.
dc.language eng
dc.relation UFAE and IAE Working Papers
dc.relation 670.06
dc.rights openAccess
dc.subject Education
dc.subject Cognitive achievement
dc.subject Test score gaps
dc.title The black-white test score gap widens with age?
dc.type Documento de trabajo


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أعرض تسجيلة المادة بشكل مبسط