Attainment in Secondary School
This paper studies attainment in secondary schools. We estimate an education production function in which attainment depends upon parental inputs, peer group inputs and schooling inputs. We find that the most powerful parental input is parental interest in children, as assessed by teachers. We find a strong peer group effect. The school pupil-teacher ratio does not enter significantly. The only strongly endogenous variable is initial attainment. We argue that this is due to measurement error. There is some evidence that parental interest is endogenous but we do not find peer group variables to be so.
|Date of creation:||Mar 1997|
|Date of revision:|
|Contact details of provider:|| Web page: http://cep.lse.ac.uk/_new/publications/series.asp?prog=CEP|
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- Donald Robertson & James Symons, 1996. "Do peer Groups Matter? Peer Groups versus Schooling Effects on Academic Attainment," CEP Discussion Papers dp0311, Centre for Economic Performance, LSE.
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