Table 7

Treatment Effects on Parental Behavior at Home

	Study Habits	Academic Efficiency	Family Support	Low Family Supervision	Parent School Involvement	Positive Reinforcement
	(1)	(2)	(3)	(4)	(5)	(6)
Panel A: Standardized Parent Scales
T	–0.086	0.088	–0.007	0.019	0.026	–0.057
T	[0.079]	[0.064]	[0.082]	[0.064]	[0.063]	[0.080]
Observations^a	1,042	1,090	1,108	1,096	1,116	1,098
Panel B: Standardized Student Scales
T	0.049	–0.005	0.112*	–0.073	0.117**	0.015
T	[0.059]	[0.059]	[0.061]	[0.049]	[0.055]	[0.057]
Observations^a	1,726	1,728	1,686	1,693	1,700	1,692

Notes: Panel A and Panel B shows intention-to-treat (T) estimates on parent and student standardized scales (means are zero and standard deviations are one for the control group for all scales), respectively, and its corresponding standard error estimated using Equation 1 using OLS. Outcomes are scales built with answers to surveys (see Online Appendix Tables F.2 and F.3 for details). All models include the baseline math grade, attendance rate and outcome scales as control variables, and classroom (randomization strata) and year and fixed effects. If baseline values of baseline math grade/attendance or baseline outcomes were missing, we imputed them using the classroom-level mean and added an indicator variable for these imputed observations. Standard errors are clustered at the classroom level (shown in brackets). Significance: *p < 0.1, **p < 0.05, ***p < 0.01.
↵^a Number of observations vary by column because of survey and item nonresponse; see Online Appendix VII for details.