five years prior to the CDS high school interview and are more likely to measure inherent ability than tests administered during high school. We control for several family characteristics, including the number of other household children under age 20, average real family income over the five years prior to the time diary and its square, and indicators for whether the mother has a college degree, mother’s degree is missing, whether the student lives with a single mother, and whether the student lives in some other family arrangement that is not a two-parent family. We also control for three school-level characteristics: the fraction of the respondent’s high school that was white (averaged over the respondent’s high school years), the fraction of the respondent’s high school that was free- or reduced-price-lunch eligible (also an average over the respondent’s high school years), and the respondent’s high school’s student-teacher ratio (also an average over the respondent’s high school years). In the instrumental variable specifications, we need a variable to identify homework in the outcome equations, in other words, a variable that is expected to affect how much time is spent on homework but that is otherwise uncorrelated with high school GPA and college attendance. It must predict a long-run measure of homework, that is, one that affects total time spent studying in high school, not just studying on a specific day, in order to address the potential measurement issue as well as the endogeneity issue (Frazis and Stewart 2012). Therefore, we use an indicator for whether or not a student was older than the state minimum driving age at the time of his or her weekday diary report. Eligibility for a driver’s license provides a student with more opportunities for work and socializing, which could leave less time for homework. Due to different birth dates and state driver’s licensing rules, students will encounter this eligibility at different points in their high school careers. Therefore, this is an
five years prior to the CDS high school interview and are more likely to measure inherent ability than tests administered during high school. We control for several family characteristics, including the number of other household children under age 20, average real family income over the five years prior to the time diary and its square, and indicators for whether the mother has a college degree, mother’s degree is missing, whether the student lives with a single mother, and whether the student lives in some other family arrangement that is not a two-parent family. We also control for three school-level characteristics: the fraction of the respondent’s high school that was white (averaged over the respondent’s high school years), the fraction of the respondent’s high school that was free- or reduced-price-lunch eligible (also an average over the respondent’s high school years), and the respondent’s high school’s student-teacher ratio (also an average over the respondent’s high school years). In the instrumental variable specifications, we need a variable to identify homework in the outcome equations, in other words, a variable that is expected to affect how much time is spent on homework but that is otherwise uncorrelated with high school GPA and college attendance. It must predict a long-run measure of homework, that is, one that affects total time spent studying in high school, not just studying on a specific day, in order to address the potential measurement issue as well as the endogeneity issue (Frazis and Stewart 2012). Therefore, we use an indicator for whether or not a student was older than the state minimum driving age at the time of his or her weekday diary report. Eligibility for a driver’s license provides a student with more opportunities for work and socializing, which could leave less time for homework. Due to different birth dates and state driver’s licensing rules, students will encounter this eligibility at different points in their high school careers. Therefore, this is an
16027.docx