Q2. What have the authors stated for future works in "Are we wasting our children's time by giving them more homework?" ?
Perhaps future work can re-approach this issue in more detail.
Q3. What is the advantage of describing the educational production function in the following form?
It is also important to note that describing the educational production function in the following form has the advantage of overlooking the potential confounding e¤ects of lagged test scores.
Q4. What is the effect of homework on the test scores of eighth grade students?
Noting that failure to control for these effects yields selection biases on the estimated effect of homework, the authors find that math homework has a large and statistically meaningful effect on math test scores throughout their sample.
Q5. How many students are observed in a given class?
Since there is only one student observed for several classes, the authors restrict the sample to include four or more students in a given class (12,696 student by teacher pairs).
Q6. What is the second potential source of bias?
14The second potential source of bias that the authors address pertains to possible confounding e¤ects due to unobserved classroom/peer traits.
Q7. What is the variable of interest for the student?
Their variable of interest is the hours of homework assigned weekly and comes directly from the student s subject-speci c teachers reports.