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Peer heterogeneity, school tracking and students' performances: evidence from PISA 2006

Listed author(s):
  • Michele Raitano
  • Francesco Vona

This paper analyses the interaction between school-tracking policies and peer effects in OECD countries. Using the Programme for International Student Assessment (PISA) 2006 data set, we show that linear peer effects are slightly concave-shaped in both early-tracking and comprehensive educational systems, but generally stronger in the early-tracking one. Second, and more interestingly, the effect of peer heterogeneity goes in opposite directions in the two systems. In both student- and school-level estimates, peer heterogeneity reduces students' achievements in the comprehensive system while it has a positive impact in the early-tracking one. This reversal effect is robust to different definitions of early-tracking system, to the inclusion of pseudo-school fixed effects and to the exclusion of outlier countries. Finally, peer effects are stronger for low-ability students in both groups of countries.

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File URL: http://hdl.handle.net/10.1080/00036846.2013.791020
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Article provided by Taylor & Francis Journals in its journal Applied Economics.

Volume (Year): 45 (2013)
Issue (Month): 32 (November)
Pages: 4516-4532

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Handle: RePEc:taf:applec:v:45:y:2013:i:32:p:4516-4532
DOI: 10.1080/00036846.2013.791020
Contact details of provider: Web page: http://www.tandfonline.com/RAEC20

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