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Good peers or good teachers? Evidence from a French University

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  • Brodaty, Thibault
  • Gurgand, Marc

Abstract

Using a quasi-random allocation of students to classes in a French university, we are able to estimate peer effects and teacher effects, with a specific attention to non-linear peer effects. We find that teacher effects are strong, as found at other levels of the education system, but that peer effects have very limited impact. This implies that restricting student access to some universities is of no benefit to remaining students in terms of academic performance. In contrast, attention to teacher performance should be strong at the higher education level.

Suggested Citation

  • Brodaty, Thibault & Gurgand, Marc, 2016. "Good peers or good teachers? Evidence from a French University," Economics of Education Review, Elsevier, vol. 54(C), pages 62-78.
    • Handle: RePEc:eee:ecoedu:v:54:y:2016:i:c:p:62-78
    DOI: 10.1016/j.econedurev.2016.06.005
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    References listed on IDEAS

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    More about this item

    Keywords

    Higher education; Peer effects; Teacher effects; Random assignement;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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