Abstract

Studies frequently find that the parental education of classroom peers matters for achievement. A logical explanation for this correlation is that more-educated parents select better teachers, but this is not the primary explanation: the correlation between peer parental education and achievement remains even in a context where students are plausibly randomly assigned to classrooms (and teachers). In this research, I explore why peer parental education might matter, focusing on a nationally representative sample of kindergarteners (5-6 year olds) in the United States. I first consider whether peer parental education just proxies for the ability of the classroom peers, and find that peer parental education matters over and above the child’s “ability” or readiness for kindergarten, measured through test scores at the start of the year. I then consider direct inputs of parental time, through volunteering in the classroom, fundraising and other measures of participation, and find that these matter to some extent, but not enough to explain fully the effect of peer parental education. I then consider whether peer parental education might affect achievement through indirect channels. For instance, better-educated parents may help their child to be better-prepared for school throughout the school year and this could create a better learning environment for the entire class.