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Classroom Peer Effects and Student Achievement

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  • Mary A. Burke
  • Tim R. Sass

Abstract

We analyze the impact of classroom peers' ability (measured by their individual fixed effects) on student achievement for all Florida public school students in grades 3-10 over a 6-year period. We control for both student and teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find some sizable and significant peer effects within nonlinear models. We also find that classroom peers, as compared with the broader group of grade-level peers at the same school, exert a greater influence on individual achievement gains.

Suggested Citation

  • Mary A. Burke & Tim R. Sass, 2013. "Classroom Peer Effects and Student Achievement," Journal of Labor Economics, University of Chicago Press, vol. 31(1), pages 51-82.
  • Handle: RePEc:ucp:jlabec:doi:10.1086/666653
    DOI: 10.1086/666653
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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