Do Peer Groups Matter? Peer Group versus Schooling Effects on Academic Attainment

Robertson, D. H.; Symons, James

doi:10.1111/1468-0335.d01-46

Cited by 71 publications

(49 citation statements)

References 17 publications

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“…A few, like Evans et al (1992) have sought to identify instrumental variables that are correlated with P jk , but uncorrelated with e ijk (also see Gaviria & Raphael, 1997;Robertson & Symons, 1996). Yet, as Moffitt (2001) observes, these papers may not succeed in identifying exogenous variation in peer variables.…”

Section: School-specific Fixed Effectsmentioning

confidence: 99%

Peer effects on student achievement: evidence from Chile

McEwan

2003

Economics of Education Review

178

108

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This paper reports estimates of peer effects on student achievement, using a 1997 census of eighth-grade achievement in Chile. The data allow detailed measures of peer characteristics to be constructed for each classroom within a school. The paper addresses the endogeneity of peer variables by including school fixed effects that control for unobserved family and student characteristics. The estimates suggest that the classroom mean of mothers' education is an important determinant of individual achievement, though subject to diminishing marginal returns. Additional specifications using family fixed effects are not suggestive that estimates are biased by within-school sorting. 

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Section: School-specific Fixed Effectsmentioning

confidence: 99%

Peer effects on student achievement: evidence from Chile

McEwan

2003

Economics of Education Review

178

108

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“…Notes 1. Robertson & Symons (2003) are an exception as they consider the importance of localized social interactions on academic attainment.…”

Section: Discussionmentioning

confidence: 99%

Does Accessibility to Higher Education Matter? Choice Behavior of High School Graduates in the Netherlands

2004

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This paper identifies pivotal factors behind individual decision making in the transition from high school to post-secondary education in the Netherlands. We apply a multinomial logit framework to individual data and accommodate two types of effects that have not received much attention in the literature. First, we analyse the impact of geographical accessibility of the higher education system. Second, we allow the individual observations to be correlated within schools, in effect accounting for localized social interactions. Our results confirm the paramount influence of the student's track record and talent. The results, however, also show that geographical proximity significantly increases the probability of high school leavers continuing their education at a university or professional college.L'accessibilité à l'enseignement supérieur importe-t-elle? Comportement du choix des diplô més de l'enseignement secondaire au Pays-Bas RÉ SUMÉ Cet article identifie les facteurs essentiels intrinse`ques a`la prise de de´cision individuelle dans la transition ayant lieu entre l'e´cole secondaire et l'enseignement postsecondaire au Pays-Bas. Nous appliquons le cadre d'un logit multinomial a`des donne´es individuelles et nous adaptons deux types d'effets qui n'ont pas be´ne´ficie´d'une grande attention dans la documentation. Premie`rement, nous analysons l'impact de l'accessibilite´ge´ographique du syste`me de l'enseignement secondaire. Deuxie`mement, nous permettons la corre´lation des commentaires individuels au sein des e´coles, qui repre´sentent de fait des interactions sociales localise´es. Nos re´sultats confirment l'influence primordiale des re´sultats obtenus de l'e´tudiant ainsi que de son talent. Les re´sultats montrent cependant e´galement Carla Sá (to whom correspondence should be sent), NIPE, University of Minho, Portugal, and Tinbergen Institute, Gualtar, 4710-057 Braga, Portugal. Email: cangelica@eeg.uminho.pt. Raymond J. G. M. que la proximite´ge´ographique augmente conside´rablement la probabilite´des sortants du secondaire qui poursuivent leurs e´tudes dans une universite´ou un colle`ge professionnel. ¿Importa el acceso a la Educació n Superior? La toma de decisiones en graduados de Educació n Secundaria en los Países Bajos.RESUMEN Este trabajo identifica los factores claves en la toma de decisiones individuales en la transicio´n del Instituto de Educacio´n Secundaria a la educacio´n Superior en los Países Bajos. Aplicamos un marco logarítmico polinomial a los datos individuales y analizamos dos tipos de efectos que no han sido estudiados detalladamente en este tipo de literatura. Primero, analizamos el impacto de la accesibilidad geogra´fica del sistema de Educacio´n Superior. Segundo, permitimos que las observaciones sean correlacionadas dentro de las escuelas pudiendo explicar las interacciones sociales localizadas. Nuestros resultados confirman la significativa influencia de los antecedentes escolares de los estudiantes y sus habilidades. Los resultados, sin embargo, tambie´n revelan que la ...

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“…The set of all tuples endowed with positive measure is called the agent set I. An agent i's preference ordering over exposure to consumption and production peer effects can be expressed by an additively separable function, say c i + h i , where c i denotes consumption 1 See Hanushek et al (2001), Hoxby (2000), Vigdor and Nechyba (2004) for the US, Robertson and Symons (2003) for the UK, McEwan (2003) for Chile, and Schneeweis and Winter-Ebmer (2005) for Austria among others.…”

Section: Agentsmentioning

confidence: 99%

How (not) to Choose Peers in Studying Groups

Gall

Amann

2006

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. Abstract This paper analyzes social group formation when agents are subject to peer effects within groups increasing human capital and instantaneous utility. When agents are heterogenous on two dimensions, ability and social skills, and monetary payments are not feasible the model predicts segregation at the top and at the bottom of the attribute space and bunching for heterogenous intermediate types. Groups may be heterogenous in taste types and more heterogenous types are more likely to participate. The equilibrium allocation does not induce cost-efficient human capital accumulation. Introducing ability tracking may produce beneficial results despite decreasing differences in human capital production. Terms of use: Documents in

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Do Peer Groups Matter? Peer Group versus Schooling Effects on Academic Attainment

Cited by 71 publications

References 17 publications

Peer effects on student achievement: evidence from Chile

Peer effects on student achievement: evidence from Chile

Does Accessibility to Higher Education Matter? Choice Behavior of High School Graduates in the Netherlands

How (not) to Choose Peers in Studying Groups

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