Social interactions and student achievement in a developing country : An instrumental variables approach
AbstractThis paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.
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Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 4508.
Date of creation: 01 Feb 2008
Date of revision:
Tertiary Education; Education For All; Teaching and Learning; Primary Education; Secondary Education;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-02-16 (All new papers)
- NEP-CWA-2008-02-16 (Central & Western Asia)
- NEP-DEV-2008-02-16 (Development)
- NEP-EDU-2008-02-16 (Education)
- NEP-HRM-2008-02-16 (Human Capital & Human Resource Management)
- NEP-SOC-2008-02-16 (Social Norms & Social Capital)
- NEP-URE-2008-02-16 (Urban & Real Estate Economics)
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