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Our final set of results addresses heterogeneity in the effects
of television on test scores. The effects on verbal, reading, and gen-
eral knowledge scores are most positive for children from house-
holds where English is not the primary language, for children
whose mothers have less than a high school education, and for
nonwhite children. When we combine student observables into a
single index of parental investment—the time parents spent read-
ing to their children in early childhood—we find that the effect
of television is significantly more positive the lower is parental
investment. Consistent with a rational-choice model, families in
which television has relatively positive effects on learning also
allocate more...
