Do high school peers have persistent effects on college attainment and other life outcomes?

Bifulco, Robert; Fletcher, Jason M.; Oh, Sun Jung; Ross, Stephen L.

doi:10.1016/j.labeco.2014.07.001

Cited by 57 publications

(47 citation statements)

References 30 publications

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“…They show that a 10 percentage point increase in the concentration of immigrants leads to a 2.8 percentage point decline in the passing rate. Bifulco, Fletcher and Ross (2011) report that a higher percentage of high school classmates with college-educated mothers decreases the likelihood of dropping out and increases college attendance, though Bifulco et al (2014) show that this effect diminishes over time and that there is no evidence of an effect on labor market outcomes. Anelli and Peri (2015) analyze the long-term effects of high school gender composition and find that a higher proportion of female peers reduces the likelihood males choose a "prevalently male" major, but has no effect on graduation and labor market outcomes.…”

Section: Introductionmentioning

confidence: 97%

The Long-Run Effects of Disruptive Peers

Carrell

Hoekstra

Kuka

2018

American Economic Review

149

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A large and growing literature has documented the importance of peer effects in education. However, there is relatively little evidence on the long-run educational and labor market consequences of childhood peers. We examine this question by linking administrative data on elementary school students to subsequent test scores, college attendance and completion, and earnings. To distinguish the effect of peers from confounding factors, we exploit the population variation in the proportion of children from families linked to domestic violence, who have been shown to disrupt contemporaneous behavior and learning. Results show that exposure to a disruptive peer in classes of 25 during elementary school reduces earnings at age 24 to 28 by 3 percent. We estimate that differential exposure to children linked to domestic violence explains 5 percent of the rich-poor earnings gap in our data, and that each year of exposure to a disruptive peer reduces the present discounted value of classmates’ future earnings by $80,000. (JEL I21, I26, J13, J24, J31)

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Section: Introductionmentioning

confidence: 97%

The Long-Run Effects of Disruptive Peers

Carrell

Hoekstra

Kuka

2018

American Economic Review

149

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“…Acknowledging the uncertainty involved in educational choices, where the odds of success and the subsequent returns are uncertain, students must base their decision on the information available to them and form expectations. These expectations are, in turn, shaped by the socio-economic environment of students (Manski, 1993a,b;Bifulco, Fletcher, Oh, and Ross, 2014). Consequently, expectations and information sets may differ by students' educational backgrounds.…”

Section: Introductionmentioning

confidence: 99%

“…Prior to the intervention these students may just emulate individuals with a similar background thinking that they made optimal choices (Manski, 1993a,b;Bifulco, Fletcher, Oh, and Ross, 2014). Students, however, should be able to choose the post-secondary education that best fits their interests and potential.…”

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confidence: 99%

Intended College Enrollment and Educational Inequality: Do Students Lack Information?

Peter

Zambre

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractDespite increasing access to university education, students from disadvantaged or non-academic family backgrounds are still underrepresented at universities. In this regard, the economic literature mainly studies the effect of financial constraints on post-secondary educational decisions. Our knowledge on potential effects of other constraints regarding university education is more limited. We investigate the causal relationship between information and educational expectations using data from a German randomized controlled trial in which students in high schools were treated with information on the benefits as well as on different funding possibilities for university education. We find that the provision of information increases intended college enrollment for students from a non-academic family background, while it leads students from academic backgrounds to lower their enrollment intentions. Our results suggest that educational inequality can be reduced by providing students with relevant information, while simultaneously improving post-secondary education matches.Keywords: Randomized Controlled Trial, Information Deficit, Educational Expectation, College Enrollment, Educational Inequality JEL: I21, I24, J24$ We especially thank our colleagues from the project team at DIW Berlin -C. Katharina Spieß, Johanna Storck, and Mathias Huebener; and at WZB -Heike Solga, Alessandra Rusconi, Claudia Finger, and Martin Ehlert. Moreover, we thank Susan Dynarski, Brian McCall and Astrid Würtz Rasmussen as well as participants of the 6th IWAEE conference, the 4th SOLE/EALE world conference, the 2015 EEA Annual Congress and the 2016 AEA Annual Meeting for valuable comments. We gratefully acknowledge funding from the Einstein Foundation Berlin (A-2010-025 (FU)). The usual disclaimer applies.

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“…Bifulco et al . () find evidence that short‐run effects from the cohort composition of college educated mothers in high school fade out with time. Anelli and Peri () find few significant effects from high school gender cohort composition.…”

Section: When Are Group Effects Generated?mentioning

confidence: 96%

Identity Economics: Social Influence and Skill Development

Norris

2019

Journal of Economic Surveys

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Within the economic literature, studies in identity economics, peer effects, and skill development have all suggested that social influences have an important role in determining choices. In this review, I draw on lessons learned from the identity economics literature to examine implications from the peer effects and skill development literature. I focus on the role of social identity in generating social group effects from peers and what role identity may have in shaping the development of skills from broader environments, parents and peers during childhood and adolescence.

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Do high school peers have persistent effects on college attainment and other life outcomes?

Cited by 57 publications

References 30 publications

The Long-Run Effects of Disruptive Peers

The Long-Run Effects of Disruptive Peers

Intended College Enrollment and Educational Inequality: Do Students Lack Information?

Identity Economics: Social Influence and Skill Development

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