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Peer effects and academic achievement: a regression discontinuity approach

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  • Vardardottir, Arna

Abstract

In this paper, I study ability peer effects among teenagers. The identification relies on a fuzzy regression discontinuity approach where assignment into high-ability classes constitutes the source of identifying information. An important feature of this system is that both types of classes are taught by the same teachers, they follow a common curriculum and take the same exams. Students are in general unaware of the system prior to school start as it is unofficial. In cases where they are informed of the system's existence, they do not know where the threshold lies and school switching possibilities are limited. I find significant and sizable effect on the academic achievement of students around the assignment threshold. Being assigned to a high-ability class increases academic achievement, measured by year grade and spring exam results, by 0.47 and 0.32 standard deviations, respectively.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 36 (2013)
Issue (Month): C ()
Pages: 108-121

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Handle: RePEc:eee:ecoedu:v:36:y:2013:i:c:p:108-121

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Web page: http://www.elsevier.com/locate/econedurev

Related research

Keywords: Education; Peer effects; Fuzzy regressiondiscontinuity approach;

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References

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Cited by:
  1. Ronny Freier & Johanna Storck, 2012. "The Treatment Effect of Attending a High-Quality School and the Influence of Unobservables," SOEPpapers on Multidisciplinary Panel Data Research 530, DIW Berlin, The German Socio-Economic Panel (SOEP).
  2. Baert, Stijn & Omey, Eddy & Verhaest, Dieter & Vermeir, Aurélie, 2014. "Mister Sandman, Bring Me Good Marks! On the Relationship Between Sleep Quality and Academic Achievement," IZA Discussion Papers 8232, Institute for the Study of Labor (IZA).
  3. Ronny Freier & Johanna Storck, 2012. "The Treatment Effect of Attending a High-Quality School and the Influence of Unobservables," Discussion Papers of DIW Berlin 1256, DIW Berlin, German Institute for Economic Research.
  4. Storck, Johanna & Freier, Ronny, 2013. "The Treatment Effect of Attending a High-Quality School and the Influence of Unobservables," Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order 79879, Verein für Socialpolitik / German Economic Association.

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