The impact of peer ability and heterogeneity on student achievement: Evidence from a natural experiment
This paper estimates the impact of peer achievement and variance on math achievement growth. It exploits exogenous variation in peer characteristics generated at the transition to upper-secondary school in a sample of Berlin fifth graders. Parents and schools are barely able to condition their decisions on peer characteristics since classes are newly built up from a large pool of elementary school pupils. I find positive peer effects on achievement growth and no effects for peer variance. Lower-achieving pupils benefit more from abler peers. Results from simulations suggest that pupils are slightly better off in comprehensive than in ability-tracked school systems.
|Date of creation:||2011|
|Date of revision:|
|Contact details of provider:|| Web page: http://www.iwqw.rw.uni-erlangen.de/|
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- Scott E. Carrell & Richard L. Fullerton & James E. West, 2008.
"Does Your Cohort Matter? Measuring Peer Effects in College Achievement,"
NBER Working Papers
14032, National Bureau of Economic Research, Inc.
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"Heterogeneity in the Intergenerational Transmission of Educational Attainment: Evidence from Switzerland on Natives and Second Generation Immigrants,"
IZA Discussion Papers
1354, Institute for the Study of Labor (IZA).
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- Julie Berry Cullen & Brian A Jacob & Steven Levitt, 2006. "The Effect of School Choice on Participants: Evidence from Randomized Lotteries," Econometrica, Econometric Society, vol. 74(5), pages 1191-1230, 09.
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