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Cognitive and Noncognitive Peer Effects in Early Education

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  • Matthew Neidell

    (Columbia University and NBER)

  • Jane Waldfogel

    (Columbia University)

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    Abstract

    We examine peer effects in early education by estimating value-added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and social outcomes. We also find that peer externalizing problems, which most likely capture classroom disturbance, hinder cognitive outcomes. Our estimates imply that ignoring spillover effects significantly understates the social returns to preschool. © 2010 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.

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    Bibliographic Info

    Article provided by MIT Press in its journal The Review of Economics and Statistics.

    Volume (Year): 92 (2010)
    Issue (Month): 3 (August)
    Pages: 562-576

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    Handle: RePEc:tpr:restat:v:92:y:2010:i:3:p:562-576

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    Web page: http://mitpress.mit.edu/journals/

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    Web: http://mitpress.mit.edu/journal-home.tcl?issn=00346535

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    Cited by:
    1. Gerald Eisenkopf & Zohal Hessami & Urs Fischbacher & Heinrich Ursprung, 2011. "Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland," CESifo Working Paper Series, CESifo Group Munich 3592, CESifo Group Munich.
    2. Arteaga, Irma & Humpage, Sarah & Reynolds, Arthur J. & Temple, Judy A., 2014. "One year of preschool or two: Is it important for adult outcomes?," Economics of Education Review, Elsevier, Elsevier, vol. 40(C), pages 221-237.
    3. Pedro N. Silva & John Micklewright & Sylke V. Schnepf, 2012. "The impact of sampling variation on peer measures: a comment on a proposal to adjust estimates for measurement error," DoQSS Working Papers, Department of Quantitative Social Science - Institute of Education, University of London 12-12, Department of Quantitative Social Science - Institute of Education, University of London.
    4. Dirk Schindler & Guttorm Schjelderup, 2011. "Debt Shifting and Ownership Structure," Working Paper Series of the Department of Economics, University of Konstanz, Department of Economics, University of Konstanz 2011-35, Department of Economics, University of Konstanz.

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