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SUMMARY:Why does the parental education of classroom peers affect achievem
 ent? - Jane Cooley Fruehwirth\, University of Cambridge
DTSTART:20140210T130000Z
DTEND:20140210T140000Z
UID:TALK50903@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:Studies frequently find that the parental education of classro
 om peers matters for achievement. A logical explanation for this correlati
 on is that more-educated parents select better teachers\, but this is not 
 the primary explanation: the correlation between peer parental education a
 nd achievement remains even in a context where students are plausibly rand
 omly assigned to classrooms (and teachers). In this research\, I explore w
 hy peer parental education might matter\, focusing on a nationally represe
 ntative sample of kindergarteners (5-6 year olds) in the United States. I 
 first consider whether peer parental education just proxies for the abilit
 y of the classroom peers\, and find that peer parental education matters o
 ver and above the child's "ability" or readiness for kindergarten\, measur
 ed through test scores at the start of the year. I then consider direct in
 puts of parental time\, through volunteering in the classroom\, fundraisin
 g and other measures of participation\, and find that these matter to some
  extent\, but not enough to explain fully the effect of peer parental educ
 ation. I then consider whether peer parental education might affect achiev
 ement through indirect channels. For instance\, better-educated parents ma
 y help their child to be better-prepared for school throughout the school 
 year and this could create a better learning environment for the entire cl
 ass. 
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DMB
 \, Room GS4
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