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PARENTAL PERCEPTIONS 
AND EDUCATIONAL 
ATTAINMENT 
Tahir Andrabi 
October 2014 
UNICEF International Symposium on Cohort and 
Longitudinal studies 
Florence, Italy
Pakistan debate 
• girls education and gender bias 
•Preferences, norms and income disparities 
• access 
•Largely Ignores variation within girls, 
within households
Education and rate of return 
• Expected rate of return 
• Rob Jensen, Nguyen 
• Parental investments and decision-making 
• Becker and Tomes, Cunha and Heckman 
• Perceptions on the market and child ability 
(and preferences) 
• Mansky 2004
What we do 
• Use LEAPS endpoints of 7 year 
longitudinal study: 5 rounds: 
•2004, 05, 06, 07 and 11 
•Maternal rating of perceived intelligence 
of children 5-15 in year 2004. 
•How intelligent is ____? 
• 5 point Likert scale (converted to 3 
categories: Above Average, Average, 
Below Average)
What we do, contd. 
•Examine effect of intelligence rating on 
educational and marital status in year 
2011 
•Household fixed effects 
• Within gender variation
What we find 
• Perceptions matter 
• for both boys and girls: enrollment, 
educational attainment 
• Girls likelihood of being married 
• The difference between low ranked girls 
and high ranked girls is greater than the 
gender gap in enrollment (roughly 10 
percentage points)
The LEAPS Study 
• A comprehensive look at educational environment 
of children 
• Representative 120 villages in 3 districts in Punjab 
• Linked school and household study 
• 1800+ randomly selected households 
• 800 schools, 4000 teachers 
• 25,000 children tested in schools 
• 2 cohorts in schools 
• 5 waves: 2004, 05, 06, 07, 11
Attrition 
• HH level attrition 13.5% over 7 years 
• Mostly households migrated 
• Member level: we know what happened to the 
missing member. 
• Marriage 
• Migrated, etc. 
• Can find out something about their 
educational attainment if they left at the time 
of the 2007 survey.
Perceptions 
• Conceptual Discussion: 
• Ex ante, ex post, endogenous? 
• Mechanisms 
• Leave till the end 
• Are they based on some objective criterion?
Are perceptions accurate? 
Test Scores and Intelligence 
(1) (2) (3) 
VARIABLES urdu_theta_mle eng_theta_mle math_theta_mle 
Intelligence: 
Average 
0.261 0.424** 0.176 
(0.194) (0.213) (0.184) 
Intelligence: 
Above Average 
0.779*** 0.834*** 0.500*** 
(0.197) (0.212) (0.183) 
Constant -1.133*** -1.609*** -1.044*** 
(0.253) (0.349) (0.329) 
Observations 813 813 813 
R-squared 0.286 0.335 0.300 
Notes:OLS regression with standard errors clustered at the village level; village fixed effects and 
child age indicator dummy variables. The omitted category for dummy variable is Perceived 
Intelligence--Low Robust standard errors in parentheses, clustered at the village level *** 
p<0.01, ** p<0.05, * p<0.1
Perceived Intelligence, by Gender 
3000 
2500 
2000 
1500 
1000 
500 
0 
Boy Girl 
Above Average 
Average 
Below Average
Perceived Intelligence 
by Maternal Education 
100% 
90% 
80% 
70% 
60% 
50% 
40% 
30% 
20% 
10% 
0% 
No Yes 
Mother Educated? 
Above Average 
Average 
Below Average
Are uneducated mothers different in their 
perceptions? 
0 
-1 -.5 
How Accurate are Parental Perceptions? 
Child Perceived Intelligence vs. Test Scores 
Below Average Average Above Average Below Average Average Above Average 
Mother Not Educated Mother Educated 
Source: LEAPS Household Survey 2004
Enrollment Status 2011 and Intelligence 2004 
(1) (2) (3) (4) (5) (6) 
VARIABLES enrolled11 enrolled11m enrolled11 enrolled11m enrolled11 enrolled11m 
enrolled in 2004 enrolled in 2004 
Male, Below 
Average 
0.121*** 0.134*** 0.130*** 0.144*** 0.149** 0.178*** 
(0.0443) (0.0402) (0.0430) (0.0394) (0.0601) (0.0586) 
Male, Average 0.164*** 0.164*** 0.157*** 0.164*** 0.156*** 0.178*** 
(0.0391) (0.0319) (0.0385) (0.0317) (0.0476) (0.0442) 
Male, Above 
Average 
0.200*** 0.205*** 0.189*** 0.202*** 0.197*** 0.223*** 
(0.0430) (0.0380) (0.0431) (0.0386) (0.0523) (0.0496) 
Female, Average 0.0579 0.0646** 0.0547 0.0655** 0.0598 0.0757* 
(0.0360) (0.0287) (0.0355) (0.0285) (0.0438) (0.0402) 
Female, Above 
Average 
0.133*** 0.127*** 0.128*** 0.127*** 0.138*** 0.147*** 
(0.0390) (0.0325) (0.0389) (0.0326) (0.0477) (0.0433) 
Enrolled 04 0.0365 0.0136 
(0.0270) (0.0230) 
Constant 0.682*** 0.662*** 0.665*** 0.653*** 0.750*** 0.727*** 
(0.0460) (0.0403) (0.0487) (0.0427) (0.0554) (0.0549) 
Observations 4,081 4,462 4,056 4,436 3,246 3,421 
R-squared 0.653 0.644 0.655 0.645 0.679 0.672 
Notes: OLS regression girls aged 5-15 years in 2004. Standard errors clustered at village level with household 
fixed effects and child age indicator dummy variables. The omitted categories for dummy variables are Girl and 
Perceived Intelligence--Low. Robust standard errors in parentheses, clustered at the village level. *** p<0.01, ** 
p<0.05, * p<0.1
Educational Attainment and Intelligence 
(Middle: 8th grade and above) 
(1) (2) (3) 
VARIABLES middle middle middle 
Age 2011 12-17 Age 2011 12-17 Age 2011 12-17 
Male, Below Average 0.0376 0.0395 0.0587 
(0.0803) (0.0910) (0.130) 
Male, Average 0.164** 0.156** 0.191 
(0.0667) (0.0760) (0.119) 
Male, Above Average 0.227*** 0.270*** 0.300** 
(0.0766) (0.0776) (0.116) 
Female, Average 0.101 0.133* 0.189 
(0.0708) (0.0766) (0.116) 
Female, Above Average 0.177** 0.194** 0.223** 
(0.0788) (0.0798) (0.112) 
Enrolled 04 0.421*** 
(0.0571) 
Constant -0.109 0.0312 0.453*** 
(0.0687) (0.0842) (0.112) 
Observations 2,509 2,471 1,950
Marital Status and Intelligence 
(1) (2) (3) (4) 
VARIABLES married married married married 
age 
2011>=16 
age 
2011>=16 
age 2011>=16 
Enrolled in 2004 
Male, Below Average -0.157*** -0.281*** -0.272*** -0.190** 
(0.0300) (0.0613) (0.0625) (0.0879) 
Male, Average -0.151*** -0.258*** -0.237*** -0.179** 
(0.0287) (0.0587) (0.0598) (0.0819) 
Male, Above Average -0.150*** -0.224*** -0.200*** -0.155* 
(0.0301) (0.0584) (0.0592) (0.0826) 
Female, Average -0.0189 -0.0560 -0.0457 -0.0423 
(0.0315) (0.0602) (0.0607) (0.0874) 
Female, Above Average -0.0380 -0.104* -0.0881 -0.0561 
(0.0323) (0.0612) (0.0625) (0.0811) 
Enrolled 04 -0.0755** 
(0.0354) 
Constant 0.0838*** 0.210*** 0.260*** 0.146* 
(0.0262) (0.0567) (0.0629) (0.0806)
Further Work 
• Experimentally move rate of return through information 
• See what happens to parental aspirations about their girls’ 
education 
• And differential effect based on girls perceptions
Discussion 
• Discussion 
• Efficiency, equity 
• Room for Policy: government vs households 
• Perceptions 
• Ex ante, ex post, endogenous

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Parental perceptions and educational attainment

  • 1. PARENTAL PERCEPTIONS AND EDUCATIONAL ATTAINMENT Tahir Andrabi October 2014 UNICEF International Symposium on Cohort and Longitudinal studies Florence, Italy
  • 2. Pakistan debate • girls education and gender bias •Preferences, norms and income disparities • access •Largely Ignores variation within girls, within households
  • 3. Education and rate of return • Expected rate of return • Rob Jensen, Nguyen • Parental investments and decision-making • Becker and Tomes, Cunha and Heckman • Perceptions on the market and child ability (and preferences) • Mansky 2004
  • 4. What we do • Use LEAPS endpoints of 7 year longitudinal study: 5 rounds: •2004, 05, 06, 07 and 11 •Maternal rating of perceived intelligence of children 5-15 in year 2004. •How intelligent is ____? • 5 point Likert scale (converted to 3 categories: Above Average, Average, Below Average)
  • 5. What we do, contd. •Examine effect of intelligence rating on educational and marital status in year 2011 •Household fixed effects • Within gender variation
  • 6. What we find • Perceptions matter • for both boys and girls: enrollment, educational attainment • Girls likelihood of being married • The difference between low ranked girls and high ranked girls is greater than the gender gap in enrollment (roughly 10 percentage points)
  • 7. The LEAPS Study • A comprehensive look at educational environment of children • Representative 120 villages in 3 districts in Punjab • Linked school and household study • 1800+ randomly selected households • 800 schools, 4000 teachers • 25,000 children tested in schools • 2 cohorts in schools • 5 waves: 2004, 05, 06, 07, 11
  • 8. Attrition • HH level attrition 13.5% over 7 years • Mostly households migrated • Member level: we know what happened to the missing member. • Marriage • Migrated, etc. • Can find out something about their educational attainment if they left at the time of the 2007 survey.
  • 9. Perceptions • Conceptual Discussion: • Ex ante, ex post, endogenous? • Mechanisms • Leave till the end • Are they based on some objective criterion?
  • 10. Are perceptions accurate? Test Scores and Intelligence (1) (2) (3) VARIABLES urdu_theta_mle eng_theta_mle math_theta_mle Intelligence: Average 0.261 0.424** 0.176 (0.194) (0.213) (0.184) Intelligence: Above Average 0.779*** 0.834*** 0.500*** (0.197) (0.212) (0.183) Constant -1.133*** -1.609*** -1.044*** (0.253) (0.349) (0.329) Observations 813 813 813 R-squared 0.286 0.335 0.300 Notes:OLS regression with standard errors clustered at the village level; village fixed effects and child age indicator dummy variables. The omitted category for dummy variable is Perceived Intelligence--Low Robust standard errors in parentheses, clustered at the village level *** p<0.01, ** p<0.05, * p<0.1
  • 11. Perceived Intelligence, by Gender 3000 2500 2000 1500 1000 500 0 Boy Girl Above Average Average Below Average
  • 12. Perceived Intelligence by Maternal Education 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% No Yes Mother Educated? Above Average Average Below Average
  • 13. Are uneducated mothers different in their perceptions? 0 -1 -.5 How Accurate are Parental Perceptions? Child Perceived Intelligence vs. Test Scores Below Average Average Above Average Below Average Average Above Average Mother Not Educated Mother Educated Source: LEAPS Household Survey 2004
  • 14. Enrollment Status 2011 and Intelligence 2004 (1) (2) (3) (4) (5) (6) VARIABLES enrolled11 enrolled11m enrolled11 enrolled11m enrolled11 enrolled11m enrolled in 2004 enrolled in 2004 Male, Below Average 0.121*** 0.134*** 0.130*** 0.144*** 0.149** 0.178*** (0.0443) (0.0402) (0.0430) (0.0394) (0.0601) (0.0586) Male, Average 0.164*** 0.164*** 0.157*** 0.164*** 0.156*** 0.178*** (0.0391) (0.0319) (0.0385) (0.0317) (0.0476) (0.0442) Male, Above Average 0.200*** 0.205*** 0.189*** 0.202*** 0.197*** 0.223*** (0.0430) (0.0380) (0.0431) (0.0386) (0.0523) (0.0496) Female, Average 0.0579 0.0646** 0.0547 0.0655** 0.0598 0.0757* (0.0360) (0.0287) (0.0355) (0.0285) (0.0438) (0.0402) Female, Above Average 0.133*** 0.127*** 0.128*** 0.127*** 0.138*** 0.147*** (0.0390) (0.0325) (0.0389) (0.0326) (0.0477) (0.0433) Enrolled 04 0.0365 0.0136 (0.0270) (0.0230) Constant 0.682*** 0.662*** 0.665*** 0.653*** 0.750*** 0.727*** (0.0460) (0.0403) (0.0487) (0.0427) (0.0554) (0.0549) Observations 4,081 4,462 4,056 4,436 3,246 3,421 R-squared 0.653 0.644 0.655 0.645 0.679 0.672 Notes: OLS regression girls aged 5-15 years in 2004. Standard errors clustered at village level with household fixed effects and child age indicator dummy variables. The omitted categories for dummy variables are Girl and Perceived Intelligence--Low. Robust standard errors in parentheses, clustered at the village level. *** p<0.01, ** p<0.05, * p<0.1
  • 15. Educational Attainment and Intelligence (Middle: 8th grade and above) (1) (2) (3) VARIABLES middle middle middle Age 2011 12-17 Age 2011 12-17 Age 2011 12-17 Male, Below Average 0.0376 0.0395 0.0587 (0.0803) (0.0910) (0.130) Male, Average 0.164** 0.156** 0.191 (0.0667) (0.0760) (0.119) Male, Above Average 0.227*** 0.270*** 0.300** (0.0766) (0.0776) (0.116) Female, Average 0.101 0.133* 0.189 (0.0708) (0.0766) (0.116) Female, Above Average 0.177** 0.194** 0.223** (0.0788) (0.0798) (0.112) Enrolled 04 0.421*** (0.0571) Constant -0.109 0.0312 0.453*** (0.0687) (0.0842) (0.112) Observations 2,509 2,471 1,950
  • 16. Marital Status and Intelligence (1) (2) (3) (4) VARIABLES married married married married age 2011>=16 age 2011>=16 age 2011>=16 Enrolled in 2004 Male, Below Average -0.157*** -0.281*** -0.272*** -0.190** (0.0300) (0.0613) (0.0625) (0.0879) Male, Average -0.151*** -0.258*** -0.237*** -0.179** (0.0287) (0.0587) (0.0598) (0.0819) Male, Above Average -0.150*** -0.224*** -0.200*** -0.155* (0.0301) (0.0584) (0.0592) (0.0826) Female, Average -0.0189 -0.0560 -0.0457 -0.0423 (0.0315) (0.0602) (0.0607) (0.0874) Female, Above Average -0.0380 -0.104* -0.0881 -0.0561 (0.0323) (0.0612) (0.0625) (0.0811) Enrolled 04 -0.0755** (0.0354) Constant 0.0838*** 0.210*** 0.260*** 0.146* (0.0262) (0.0567) (0.0629) (0.0806)
  • 17. Further Work • Experimentally move rate of return through information • See what happens to parental aspirations about their girls’ education • And differential effect based on girls perceptions
  • 18. Discussion • Discussion • Efficiency, equity • Room for Policy: government vs households • Perceptions • Ex ante, ex post, endogenous

Notas del editor

  1. 10% difference in gender, note small initial enrollment effect because of delayed enrollment.