| Popis: |
This chapter surveys the literature on behavioral responses by families to schooling inputs. If public schooling investments encourage parental involvement in children’s education this would amplify their overall impact, whereas if they crowd out parental engagement the impact would be mitigated. Empirical evidence on input interactions is still scarce but generally indicates that there can be significant and sizeable responses by parents to changes in school quality. Most studies find that parents reduce their own efforts as school inputs increase, in particular if these inputs are pronounced, anticipated and easily substitutable. This may offer an explanation as to why changes in school inputs are often found to have modest effects. The evidence is not entirely conclusive, however, and indicates that apart from the precise features of school policies, behavioral responses will likely differ by parents’ abilities, preferences and constraints, and extend to other agents such as children and teachers. |
