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Do Neighbours Affect Teenage Outcomes? Evidence from Neighbourhood Changes in England

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  • Stephen Gibbons
  • Olmo Silva
  • Felix Weinhardt

Abstract

In this paper, we use census data on several cohorts of secondary school students in England matched to detailed information on place of residence to investigate the effect of neighbours' background characteristics and prior achievements on teenagers' educational and behavioural outcomes. Our analysis focuses on the age-11 to age-16 time-lapse, and uses variation in neighbourhood composition over this period that is driven by residential mobility. Exploiting the longitudinal nature and detail of our data, we are able to control for pupil unobserved characteristics, neighbourhood fixed-effects and time-trends, schoolby- cohort unobservables, as well as students' observable attributes and prior attainments. Our results provide little evidence that neighbours' characteristics significantly affect pupil test score progression during secondary education. Similarly, we find that neighbourhood composition only exerts a small effect on pupil behavioural outcomes, such as general attitudes towards schooling, substance use and anti-social behaviour.

Suggested Citation

  • Stephen Gibbons & Olmo Silva & Felix Weinhardt, 2010. "Do Neighbours Affect Teenage Outcomes? Evidence from Neighbourhood Changes in England," SERC Discussion Papers 0063, Centre for Economic Performance, LSE.
    • Handle: RePEc:cep:sercdp:0063
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    Cited by:

    1. Trish Hill & Cathy Thomson, 2011. "Young carers: location, education and employment disadvantage," Australian Journal of Labour Economics (AJLE), Bankwest Curtin Economics Centre (BCEC), Curtin Business School, vol. 14(2), pages 173-198.
    2. Elaine Batty, 2013. "Addressing Educational Disadvantage in Deprived Communities: Evidence from the New Deal for Communities Programme in England," Urban Studies, Urban Studies Journal Limited, vol. 50(8), pages 1523-1539, June.
    3. Marcello Sartarelli, 2011. "Do Performance Targets Affect Behaviour? Evidence from Discontinuities in Test Scores in England," DoQSS Working Papers 11-02, Quantitative Social Science - UCL Social Research Institute, University College London.

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    JEL classification:

    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • I20 - Health, Education, and Welfare - - Education - - - General
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • R23 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Household Analysis - - - Regional Migration; Regional Labor Markets; Population

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