Date Thesis Awarded

4-2019

Document Type

Honors Thesis

Degree Name

Bachelors of Arts (BA)

Department

Public Policy

Advisor

Priya Mukherjee

Committee Members

Peter McHenry

John Lopresti

Andrew Stelljes

Abstract

This paper investigates the effect of parental involvement on their prescribed aspirations and beliefs for their children’s education, and subsequent learning outcomes. Using data from a field experiment conducted in India, the paper finds that when an intervention is performed where parents are given information about their children’s educational standing, parents are significantly more likely to prescribe higher levels of aspirations and beliefs than their children. But over time, as parents receive information on actual test performance, these results persist for aspirations, but not for beliefs about how their children will do on future outcomes. Furthermore, there is no significant effect of parental involvement on their children’s realized educational outcomes. Finally, the paper explores whether the intervention involving parents leads to parents being more likely to be involved in their child’s learning activities at home. The results provide a useful context for how involving parents can influence educational outcomes for their children.

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