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Do Peers Affect Student Achievement in China's Secondary Schools?

  • Weili Ding
  • Steven F. Lehrer

Peer effects have figured prominently in debates on school vouchers, desegregation, ability tracking and anti-poverty programs. Compelling evidence of their existence remains scarce for plaguing endogeneity issues such as selection bias and the reflection problem. This paper firmly establishes a link between peer performance and student achievement, using a unique dataset from China. We find strong evidence that peer effects exist and operate in a positive and nonlinear manner; reducing the variation of peer performance increases achievement; and our semi-parametric estimates clarify the tradeoffs facing policymakers in exploiting positive peers effects to increase future achievement.

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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 12305.

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Date of creation: Jun 2006
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Publication status: published as Weili Ding & Steven F Lehrer, 2007. "Do Peers Affect Student Achievement in China's Secondary Schools?," The Review of Economics and Statistics, MIT Press, vol. 89(2), pages 300-312, 02.
Handle: RePEc:nbr:nberwo:12305
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