ACADEMIC-ACHIEVEMENT AND TELEVISION VIEWING BY 8TH GRADERS - A QUANTITATIVE-ANALYSIS

A model is proposed and estimated that incorporates the production pro cess of and demand for mathematics schooling for eight grades in the U SA. In addition to traditional socio-economic variables, this model in cludes a television-viewing variable. On the production side, televisi on viewing is the most dominant variable in explaining variations in t he quality of mathematics schooling. This is followed in importance by expenditure per pupil and children under the poverty level. On the de mand side, price is the most dominant variable, followed by television viewing, income, and the divorce rate. The demand and production are price inelastic. The results also suggest that the production (supply) curve is positively sloped. Therefore, given other factors, schools c an improve the quality of mathematics schooling with additional expend iture per pupil. However, the actual outcome would depend upon the pos ition of the production and demand curves. Schools can also improve th e quality of mathematics education with better students' inputs such a s less television viewing and reduction in poverty, provided that dema nd for quality education in mathematics also shifts upward.