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There is a common belief in Spain that a large amount of classroom time is supposed to be an indicator of better academic achievement, due to children’s prolonged exposure to the teaching-learning process. Nevertheless, international evidence does not seem to support this concept, as the amount of weekly instruction hours that children receive in Spain is well above the one provided in other countries,...
Parents and their children’s expectations on educational achievement have been highlighted in the literature as proper proxy indicators for students’ forthcoming performance. In this research we intend to measure the effect of these indicators accounting for the existence of endogeneity—due to their reciprocal relationship—and also their correlation with unobservable variables conditioning students’...
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