Parental time inputs and student achievement

The empirical analyses highlights the joint efforts of parents, stude nts and schools as determinants of student achievement. Most notewort hy, it is that single-parents allocate relatively small amounts of ti me to their children, that the children respond by providing little e ffort in class, and consequently, perform poorly in mathematics. Some elements in the purchased inputs vector are shown to substitute for parental effort, while other elements seem to be complementary to par ental effort.The structural model applied sheds light on the potentia l mechanisms underlying the controversial findings from reduced form education production function studies, but admittedly, the approach f aces substantial measurement and endogeneity problems.