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

  • 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
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  1. Thomas Fuchs & Ludger Wößmann, 2007. "What accounts for international differences in student performance? A re-examination using PISA data," Empirical Economics, Springer, vol. 32(2), pages 433-464, May.
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  8. Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition - Evidence from the PISA 2000 Study," Royal Economic Society Annual Conference 2003 76, Royal Economic Society.
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  12. de Bartolome, Charles A M, 1990. "Equilibrium and Inefficiency in a Community Model with Peer Group Effects," Journal of Political Economy, University of Chicago Press, vol. 98(1), pages 110-33, February.
  13. V. Vandenberghe, 2002. "Evaluating the magnitude and the stakes of peer effects analysing science and math achievement across OECD," Applied Economics, Taylor & Francis Journals, vol. 34(10), pages 1283-1290.
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