Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/51915
Authors: 
Eren, Ozkan
Henderson, Daniel J.
Year of Publication: 
2011
Series/Report no.: 
Discussion paper series // Forschungsinstitut zur Zukunft der Arbeit 5547
Abstract: 
Following an identification strategy that allows us to largely eliminate unobserved student and teacher traits, we examine the effect of homework on math, science, English and history test scores for eighth grade students in the United States. Noting that failure to control for these effects yields selection biases on the estimated effect of homework, we find that math homework has a large and statistically meaningful effect on math test scores throughout our sample. However, additional homework in science, English and history are shown to have little to no impact on their respective test scores.
Subjects: 
first differencing
homework
instrumental variable
selection bias
unobserved traits
JEL: 
C23
I21
I28
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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