In an article by Peeter Espak published in Postimees, the author addresses critical flaws in the latest Human Development Report, which has highlighted concerns over children's performance in mathematics as primarily linked to mothers' incomes. Espak points out that while the report presents data suggesting a correlation between children's mathematical achievement and maternal earnings, it completely overlooks the significant role that fathers' income plays in their children's academic success. This omission raises questions about the ideological biases of the report's authors, according to Espak.

He argues that by neglecting the contributions of fathers, the report constructs a narrowed view of social and economic factors influencing education. The implications of this are serious; the report appears to ignore existing research which substantiates that both parents' economic statuses, including fathers', are crucial contributors to children's educational attainment. Such a selective focus on maternal earnings not only misrepresents the complexities of familial financial dynamics but also risks perpetuating educational inequality by failing to advocate for the presence and responsibilities of fathers in children's educational journeys.

Espak highlights the socio-economic backdrop of families, noting how educational outcomes are influenced by various factors, including the familial income structure, gender ideologies, and socio-economic benchmarks within the society. He fears that this oversight by the commission responsible for the report is ideologically motivated and calls for a more holistic approach that includes both parents in discussions about children's education and performance, ideally aiming to foster a well-rounded understanding of educational success.