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Peer effects and academic achievement: a regression discontinuity approach

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  • Vardardottir, Arna

Abstract

In this paper, I study ability peer effects among teenagers. The identification relies on a fuzzy regression discontinuity approach where assignment into high-ability classes constitutes the source of identifying information. An important feature of this system is that both types of classes are taught by the same teachers, they follow a common curriculum and take the same exams. Students are in general unaware of the system prior to school start as it is unofficial. In cases where they are informed of the system's existence, they do not know where the threshold lies and school switching possibilities are limited. I find significant and sizable effect on the academic achievement of students around the assignment threshold. Being assigned to a high-ability class increases academic achievement, measured by year grade and spring exam results, by 0.47 and 0.32 standard deviations, respectively.

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  • Vardardottir, Arna, 2013. "Peer effects and academic achievement: a regression discontinuity approach," Economics of Education Review, Elsevier, vol. 36(C), pages 108-121.
  • Handle: RePEc:eee:ecoedu:v:36:y:2013:i:c:p:108-121 DOI: 10.1016/j.econedurev.2013.06.011
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    Cited by:

    1. David Card & Laura Giuliano, 2016. "Can Tracking Raise the Test Scores of High-Ability Minority Students?," American Economic Review, American Economic Association, vol. 106(10), pages 2783-2816, October.
    2. Ejermo, Olof & Hansen, Høgni Kalsø, 2014. "How Important are Local Inventive Milieus: The role of Birthplace, High School and University Education," Papers in Innovation Studies 2014/15, Lund University, CIRCLE - Center for Innovation, Research and Competences in the Learning Economy.
    3. Ronny Freier & Johanna Storck, 2012. "The Treatment Effect of Attending a High-Quality School and the Influence of Unobservables," SOEPpapers on Multidisciplinary Panel Data Research 530, DIW Berlin, The German Socio-Economic Panel (SOEP).
    4. Baert, Stijn & Omey, Eddy & Verhaest, Dieter & Vermeir, Aurélie, 2015. "Mister Sandman, bring me good marks! On the relationship between sleep quality and academic achievement," Social Science & Medicine, Elsevier, vol. 130(C), pages 91-98.
    5. Stefan Speckesser & Sophie Hedges, 2017. "Peer Effects and Social Influence in Post-16 Educational Choice," National Institute of Economic and Social Research (NIESR) Discussion Papers 483, National Institute of Economic and Social Research.
    6. Vardardottir, Arna, 2015. "The impact of classroom peers in a streaming system," Economics of Education Review, Elsevier, vol. 49(C), pages 110-128.
    7. repec:cep:cverdp:008 is not listed on IDEAS

    More about this item

    Keywords

    Education; Peer effects; Fuzzy regressiondiscontinuity approach;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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