. Author manuscript; available in PMC: 2016 Oct 1.

Published in final edited form as: J Popul Econ. 2015 Feb 20;28(4):911–936. doi: 10.1007/s00148-015-0542-3

Table 9.

Differential effect of birth order on monitoring intensity among children with bad and good school performance

	OLS (1)	OLS (2)	Family FE (3)	Family FE (4)
B	0.0051 (0.0159)	−0.0136 (0.0176)	0.0176 (0.0198)	0.0050 (0.0215)
B × no. of younger siblings	0.0107 (0.0147)	0.0068 (0.0157)	−0.0037 (0.0173)	0.0046 (0.0186)
No. of younger siblings	0.0088 (0.0099)	0.0190^a (0.0105)	0.0402^b (0.0174)	0.0307 (0.0190)
PIAT math		−0.0015^b (0.0007)		−0.0021^b (0.0010)
PIAT reading recognition		−0.0017^b (0.0008)		0.0008 (0.0011)
PIAT reading comprehension		0.0006 (0.0008)		−0.0015 (0.0011)
PPVT		−0.0001 (0.0004)		0.0011 (0.0006)
Female	−0.0389^c (0.0118)	−0.0350^c (0.0127)	−0.0265^a (0.0152)	−0.0204 (0.0167)
Mean dep var	0.43	0.42	0.43	0.42
Observations	8127	7166	8127	7166

Robust standard errors in parentheses. Specifications include a set of year effects and age effects as well as family size effects in columns 1 and 2. Columns 3 and 4 control for family-fixed effects. All specifications control for indicators that measure how often the teacher gives homework. Dependent variable equals 1 if child is perceived to be one of the best students in his/her class, equals 0 otherwise. Dependent variable equals 1 if parents check every day on homework, equals 0 otherwise

significant at 10 %

significant at 5 %

significant at 1 %