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What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers

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Author Info
Brian A. Jacob (Harvard University and National Bureau of Economic Research)
Lars Lefgren (Brigham Young University)

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Abstract

This paper examines revealed preferences of parents for their children's education, using parent requests for individual elementary school teachers and information on teacher attributes, including principal reports of teacher characteristics that are typically unobservable. On average, parents strongly prefer teachers whom principals describe as good at promoting student satisfaction, though they also value teacher ability to raise academic achievement. These aggregate effects mask striking differences across schools. Families in higher poverty schools strongly value student achievement and appear indifferent to the principal's report of a teacher's ability to promote student satisfaction. The results are reversed for families in wealthier schools. (c) 2007 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology..

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File URL: http://www.mitpressjournals.org/doi/pdfplus/10.1162/qjec.2007.122.4.1603
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Publisher Info
Article provided by MIT Press in its journal Quarterly Journal of Economics.

Volume (Year): 122 (2007)
Issue (Month): 4 (November)
Pages: 1603-1637
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Handle: RePEc:tpr:qjecon:v:122:y:2007:i:4:p:1603-1637

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References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
  1. David N. Figlio & Maurice E. Lucas, 2004. "What's in a Grade? School Report Cards and the Housing Market," American Economic Review, American Economic Association, vol. 94(3), pages 591-604, June. [Downloadable!]
  2. Eric A. Hanushek & John F. Kain & Daniel M. O'Brien & Steven G. Rivkin, 2005. "The Market for Teacher Quality," NBER Working Papers 11154, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  3. Jnah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May. [Downloadable!]
  4. Jesse M. Rothstein, 2006. "Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Incentive Effects of Competition among Jurisdictions," American Economic Review, American Economic Association, vol. 96(4), pages 1333-1350, September. [Downloadable!]
  5. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago. [Downloadable!]
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  6. Berry, Steven & Levinsohn, James & Pakes, Ariel, 1995. "Automobile Prices in Market Equilibrium," Econometrica, Econometric Society, vol. 63(4), pages 841-90, July. [Downloadable!] (restricted)
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Cited by:
(explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)

  1. Brian A. Jacob & Lars Lefgren, 2005. "Principals as Agents: Subjective Performance Measurement in Education," NBER Working Papers 11463, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  2. Iwan Barankay & Ben Lockwood, 2006. "Decentralization and the Productive Efficiency of Government: Evidence from Swiss Cantons," IZA Discussion Papers 2477, Institute for the Study of Labor (IZA). [Downloadable!]
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  3. Gradstein, Mark, 2008. "Endogenous Reversals of Fortune," IZA Discussion Papers 3469, Institute for the Study of Labor (IZA). [Downloadable!]
  4. Randall Reback, 2004. "Demand (and Supply) in an Inter-District Public School Choice Program," Working Papers 0501, Barnard College, Department of Economics, revised Feb 2006. [Downloadable!]
    Other versions:
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