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Heterogenous peer effects, segregation and academic attainment

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  • Lugo, Maria Ana

Abstract

Socioeconomic segregation is often decried for denying poorer children the benefits of positive'peer effects'. Yet standard, linear-in-means models of peer effects (a) implicitly assume that segregation is zero sum, with gains and losses to rich and poor perfectly offsetting, and (b) rule out theories of'social distance'whereby peer effects are strongest among similar pairings. The paper exploits the random assignment of pupils between classes to identify more general peer effects in Argentine test-score data. Estimates violate both assumptions (a) and (b), and provide micro foundations for the correlations between school segregation, average test-scores, and test-score inequality in municipality-level data.

Suggested Citation

  • Lugo, Maria Ana, 2011. "Heterogenous peer effects, segregation and academic attainment," Policy Research Working Paper Series 5718, The World Bank.
  • Handle: RePEc:wbk:wbrwps:5718
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    References listed on IDEAS

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    Cited by:

    1. Contini Dalit, 2011. "Immigrant background peer effects in Italian schools," Department of Economics and Statistics Cognetti de Martiis. Working Papers 201114, University of Turin.

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    Keywords

    Tertiary Education; Education For All; Secondary Education; Primary Education; Teaching and Learning;

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