This paper first discussed a general framework for thinking about the impact of mothers schooling on child education and then surveys what we know on the basis of all 237 estimates that have been located.  Examination of available estimates in light of this general framework suggests that knowledge on the impact of women's schooling on child education generally could be improved with more clarity about what model is estimated, roles of possibly important unobserved variables such as preferences and abilities, distinctions between particular and more general total effects and use of broader indicators of both mother's and child's education that capture outcomes rather than primarily time-in-school inputs.