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Parents, Schools and Human Capital Differences across Countries

Author

Listed:
  • Marta De Philippis

    (Bank of Italy
    London School of Economics
    Centre For Economic Policy Research)

  • Federico Rossi

    (Bank of Italy
    Centre For Economic Policy Research
    London School of Economics
    Centre for Macroeconomics (CFM))

Abstract
Results from international standardized tests show large cross-country differences in students' performances. Where do these gaps in human capital achievement come from? This paper argues that differences in cultural environments and parental inputs may be of great importance. We compare the school performance of second generation immigrants from different nationalities but educated in the same school, and find that those coming from high-scoring countries in the PISA test do better than their peers. The gap is larger among students whose parents have recently immigrated and have little education, suggesting that the importance of country-specific cultural traits declines as parents integrate in their host countries. We quantify the overall contribution of various parental inputs to the observed cross-country differences in the PISA test performance, and show that they account for about 40% of the gap between East Asia and other regions. This pattern questions whether PISA scores and other measures of human capital achievement should be interpreted only as quality proxies for a country's educational system. They actually reflect an important intergenerational and cultural component.

Suggested Citation

  • Marta De Philippis & Federico Rossi, 2016. "Parents, Schools and Human Capital Differences across Countries," Discussion Papers 1614, Centre for Macroeconomics (CFM).
    • Handle: RePEc:cfm:wpaper:1614
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    Cited by:

    1. Rossi,Federico, 2018. "Human Capital and Macro-Economic Development : A Review of the Evidence," Policy Research Working Paper Series 8650, The World Bank.
    2. Xiao Ma & Alejandro Nakab & Daniela Vidart, 2024. "Human Capital Investment and Development: The Role of On-the-Job Training," Journal of Political Economy Macroeconomics, University of Chicago Press, vol. 2(1), pages 107-148.
    3. Asadullah, M. Niaz & Perera, Liyanage Devangi H. & Xiao, Saizi, 2020. "Vietnam’s extraordinary performance in the PISA assessment: A cultural explanation of an education paradox," Journal of Policy Modeling, Elsevier, vol. 42(5), pages 913-932.
    4. Slichter, David & Taveras, Elisa & Monge, Daniela, 2021. "The Skills of Rich and Poor Country Workers," MPRA Paper 106050, University Library of Munich, Germany.
    5. Camarero Garcia, Sebastian, 2022. "Inequality of Educational Opportunities and the Role of Learning Intensity," Labour Economics, Elsevier, vol. 74(C).
    6. Paolo Martellini & Todd Schoellman & Jason Sockin, 2024. "The Global Distribution of College Graduate Quality," Journal of Political Economy, University of Chicago Press, vol. 132(2), pages 434-483.
    7. Bonacini, Luca & Gallo, Giovanni & Scicchitano, Sergio, 2021. "Sometimes you cannot make it on your own. How household background influences chances of success in Italy," GLO Discussion Paper Series 832, Global Labor Organization (GLO).
    8. Eric A Hanushek & Lavinia Kinneifo & Philipp Lergetporer & Ludger Woessmann, 2022. "Patience, Risk-Taking, and Human Capital Investment Across Countries," The Economic Journal, Royal Economic Society, vol. 132(646), pages 2290-2307.
    9. Hoang, Trung X. & Nguyen, Ha, 2023. "Multi-generational effects of school access in a developing country: Evidence from a mass education program in Vietnam," Economics of Education Review, Elsevier, vol. 97(C).
    10. Camarero Garcia, Sebastian, 2018. "Inequality of educational opportunities and the role of learning intensity: Evidence from a quasi-experiment in Germany," ZEW Discussion Papers 18-021, ZEW - Leibniz Centre for European Economic Research.

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    JEL classification:

    • J1 - Labor and Demographic Economics - - Demographic Economics

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