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Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence From the PISA 2000 Study

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Author Info
Michael Fertig ()
Abstract

The majority of empirical papers in the literature on school quality finds no or only small effects of class size and other school quality measures on students’ outcomes. This paper analyses the effect of achievement heterogeneity and therefore the effect of the composition rather than the pure size of the class on student achievement. In this endeavor, individual-level data from an internationally conducted standardized test, the PISA 2000 study is utilized. For the case of US schools the influence of a student’s peer group is estimated in a pure endogenous effects model and a model also allowing for contextual effects. The potential endogeneity of peer group formation is addressed in an instrumental variable approach. It turns out that heterogenous peer groups have a strong detrimental impact on individual achievement. Moreover, it becomes transparent that contextual variables are important for the extent of peer group effects and the endogeneity of peer group formation.

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Publisher Info
Paper provided by Rheinisch-Westfälisches Institut für Wirtschaftsforschung in its series RWI Discussion Papers with number 0002.

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Length: 28 pages
Date of creation: Dec 2002
Date of revision:
Handle: RePEc:rwi:dpaper:0002

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Related research
Keywords: Peer Group Effects; Learning Environment; School Quality;

Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

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    Other versions:
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    Other versions:
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    Other versions:
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    Other versions:
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