The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions |
| |
| Institution: | 1. BIBB, Federal Institute for Vocational Education and Training, Robert Schuman Platz 3, 53175 Bonn, Germany;2. ROA/Department of Economics, Maastricht University, P.O. Box 616, NL-6200 MD Maastricht, The Netherlands;3. IZA, Schaumburg-Lippe-Straße 5-9, 53113 Bonn, Germany;4. ERC, Economix Research & Consulting, Lindwurmstraße 9, 80337 München, Germany |
| |
| Abstract: | This paper estimates ability peer effects on achievement growth in reading and math. It exploits variation in peer characteristics generated at the transition from primary to secondary school in a sample of Berlin fifth-graders. As will be discussed in detail, this variation is exogenous in large parts. Results are similar for both achievement measures: pupils benefit from abler peers, but high-achievers do so to a smaller extent. The variance in peer skills has no impact on achievement growth – the corresponding estimates are negative, but insignificant. |
| |
| Keywords: | Ability peer effects among high-achievers Natural experiment |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
