The impact of peer ability and heterogeneity on student achievement: Evidence from a natural experiment
AbstractThis paper estimates the impact of peer achievement and variance on math achievement growth. It exploits exogenous variation in peer characteristics generated at the transition to upper-secondary school in a sample of Berlin fifth graders. Parents and schools are barely able to condition their decisions on peer characteristics since classes are newly built up from a large pool of elementary school pupils. I find positive peer effects on achievement growth and no effects for peer variance. Lower-achieving pupils benefit more from abler peers. Results from simulations suggest that pupils are slightly better off in comprehensive than in ability-tracked school systems. --
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Bibliographic InfoPaper provided by Friedrich-Alexander-Universität Erlangen-Nürnberg, Institut für Wirtschaftspolitik und Quantitative Wirtschaftsforschung (IWQW) in its series IWQW Discussion Paper Series with number 02/2011.
Date of creation: 2011
Date of revision:
peer effects in secondary school; comparison between ability-tracked and comprehensive school; natural experiment;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-03-19 (All new papers)
- NEP-CBE-2011-03-19 (Cognitive & Behavioural Economics)
- NEP-EDU-2011-03-19 (Education)
- NEP-LAB-2011-03-19 (Labour Economics)
- NEP-URE-2011-03-19 (Urban & Real Estate Economics)
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