Does parental involvement improve learning? Evidence from angolan primary-schools

This study examines conditional correlations between different types of parental involvement, namely,support of education at home and formal participation at school, and children’s test performance. We use survey data and standardized tests conducted in 126 primary schools in Kwanza - Sul, Angola. We report positive and significant correlations for involvement at home, and negative and significant correlations for formal involvement, although coefficients are larger and stronger for the former. In addition, we find that the relationship between formal participation and test performance is shaped by school quality, as negative correlations found in benchmark specifications are exclusive to involvement in lower-performing schools