Do peer Groups Matter? Peer Groups versus Schooling Effects on Academic Attainment
AbstractIn this paper we estimate an educational production function. Educational attainment is a function of three types of inputs: peer group, parental and schooling. We find that conventional measures of school quality are not good predictors for academic attainment, once we control for peer group effects. Parental qualities also have strong effects on academic atainment. This academic attainment is then a key determinant of subsequent labour market success, as measured by earnings.
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Bibliographic InfoPaper provided by Centre for Economic Performance, LSE in its series CEP Discussion Papers with number dp0311.
Date of creation: Nov 1996
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Web page: http://cep.lse.ac.uk/_new/publications/series.asp?prog=CEP
Other versions of this item:
- Donald Robertson & James Symons, 2003. "Do Peer Groups Matter? Peer Group versus Schooling Effects on Academic Attainment," Economica, London School of Economics and Political Science, vol. 70(277), pages 31-53, February.
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- Donald Robertson & James Symons, 1996.
"Self-Selection in The State School System,"
CEP Discussion Papers
dp0312, Centre for Economic Performance, LSE.
- Joseph G. Altonji & Thomas A. Dunn, 1995. "The Effects of School and Family Characteristics on the Return to Education," NBER Working Papers 5072, National Bureau of Economic Research, Inc.
- Robertson, Donald & Symons, James, 1990.
"The Occupational Choice of British Children,"
Royal Economic Society, vol. 100(402), pages 828-41, September.
- Betts, Julian R, 1995. "Does School Quality Matter? Evidence from the National Longitudinal Survey of Youth," The Review of Economics and Statistics, MIT Press, vol. 77(2), pages 231-50, May.
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