Inference on Peer Effects with Missing Peer Data: Evidence from Project STAR
This paper studies peer effects on student achievement among first graders randomly assigned to classrooms in Tennessee's Project STAR. The analysis uses previously unexploited pre-assignment achievement measures available for 60 percent of students. Data are not missing at random, making identification challenging. The paper develops new ways, given random assignment of individuals to classes, to identify peer effects without imposing other missing-data assumptions. Estimates suggest positive effects of mean peer lagged achievement on average. Allowing heterogeneous effects, evidence suggests lower-achieving students benefit more than higher-achieving students do from increases in peer mean. Further, the bias in a widely used, poorly understood peer-effects estimator is analyzed, implying that caution is warranted in interpreting many peer-effects estimates extant in the literature.
|Date of creation:|
|Contact details of provider:|| Postal: 3-300 Carlson School of Management, 321 19th Avenue South, Minneapolis, MN 55455-0438|
Phone: (612) 624-2500
Fax: (612) 624-8360
Web page: http://www.chrls.csom.umn.edu/
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:hrr:papers:0109. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Mary Helen Walker)
If references are entirely missing, you can add them using this form.