CoChat
Sign Up
Cited by 1,514School Choice and PerformanceEarly Childhood Education and DevelopmentIntergenerational and Educational Inequality Studies

On the Specification and Estimation of the Production Function for Cognitive Achievement

Open access
Todd, Petra E., Wolpin, Kenneth I.·2003·The Economic Journal
DOI 10.1111/1468-0297.00097
Open this paper in CoChat — free account

Abstract

This paper considers methods for modelling the producLion lLinction for cognitive achieve-ment in a way that captures theoretical notions thai child development is a cumulative process depending on the history of family and school inputs and on innate ability. It develops a general modelling framework that accommodates many of the estimating equations used in the literatures. It considers different ways of addressing data limitations, and it makes precise the identifying assumptions needed to justify alternative approaches. Commonly used specifica-tions are shown to place restrictive assumptions on ihe production technology'. Ways of testing modelling assumptions and of relaxing them are discussed. An extensive, mullidisciplinar) empirical literature studies the determinants of cognitivt ' achievement in children. The early childhood developmer\\t (ECD) branch of this literature seeks to understand the role of parental characteristics and the early home environment in producing cognitive skills. The education production function (EPF) hranch of the literature examines the productivity relationship between schooling inputs and test score outcomes for school-age children.

Integrity signals

Registry

Crossref · 10.1111/1468-0297.00097

Cites

47 of 47 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Net impacts cannot be interpreted as the structural impact of teacher quality holding fixed all other inputs in a general model of the education production function.

    “Hence, ˜ κ g cannot be interpreted as the structural impact of teacher quality holding fixed all other inputs in a general model of the education production function (e.g., Todd and Wolpin 2003).”

    From Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood (2014) · cites this paper as Todd and Wolpin 2003

Cites

Flagged first, then by citations

4 of the 51 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Todd, P. E., & Wolpin, K. I.
Affiliations
University of Pennsylvania (US)
Venue
The Economic Journal
Publisher
Oxford University Press (OUP)
Published
2003-02-01
Volume
113
Issue
485
Pages
F3-F33
ISSN
  • 0013-0133 (ISSN-L)
  • 1468-0297
DOI
10.1111/1468-0297.00097
OpenAlex
W2089954965
Cited by
1,514
References
51
Citations by year
2026: 37 · 2025: 44 · 2024: 54 · 2023: 41 · 2022: 58 · 2021: 57 · 2020: 52 · 2019: 67 · 2018: 75 · 2017: 84 · 2016: 85 · 2015: 92 · 2014: 105 · 2013: 96 · 2012: 94
FWCI
212.28
Type
journal article
Language
en
Open access
Licence
doi.wiley.com/10.1002/tdm_license_1 (tdm, 4595 d)
Locations
  • The Economic Journal (publishedVersion)
  • SSRN Electronic Journal (submittedVersion)
Topics
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
Keywords
cognitive achievement, production function, child development, early childhood development, education production function, parental characteristics, family environment, innate talent, identification assumptions, test scores

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review