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Social interactions and student achievement in a developing country : An instrumental variables approach

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  • Asadullah, Mohammad Niaz
  • Chaudhury, Nazmul

Abstract

This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.

Suggested Citation

  • Asadullah, Mohammad Niaz & Chaudhury, Nazmul, 2008. "Social interactions and student achievement in a developing country : An instrumental variables approach," Policy Research Working Paper Series 4508, The World Bank.
    • Handle: RePEc:wbk:wbrwps:4508
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    Cited by:

    1. Ryan Yeung & Phuong Nguyen-Hoang, 2016. "Endogenous peer effects: Fact or fiction?," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(1), pages 37-49, January.
    2. de Souza, Laeticia R. & de Xavier Pinto, Cristine Campos & Queiroz, Bernardo L & de Oliveira e Silva, Dimitri, 2021. "Peer effects in college: how peers' performance can influence students' academic outcomes," SocArXiv 7n6ks, Center for Open Science.

    More about this item

    Keywords

    Tertiary Education; Education For All; Teaching and Learning; Primary Education; Secondary Education;
    All these keywords.

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