Mechanisms and Impacts of Gender Peer Effects at School

Lavy, Victor; Schlosser, Analía

doi:10.1257/app.3.2.1

Cited by 395 publications

(456 citation statements)

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“…There is also evidence that the average share of boys in schools has a positive effect on the average math test scores of natives 17 . This result is at odds with the findings by Hoxby, 2000, andSchlosser, 2007. The latter study, for instance, finds that educational outcomes in Israel primary, middle and high schools are higher when the proportion of boys is smaller 18 .…”

Section: The Resultsmentioning

confidence: 80%

The effect of immigration on the school performance of natives: Cross country evidence using PISA test scores

Brunello

Rocco

2013

Economics of Education Review

129

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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. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We study whether a higher share of immigrant pupils affects the school performance of natives using aggregate multi-country data from PISA. We find evidence of a negative and statistically significant relationship. The size of the estimated effect is small: doubling the share of immigrant pupils in secondary schools from its current sample average of 4.8 percent to close to 10 percent would reduce the test score of natives by 1.32 to 1.96 percent, depending on the selected group of natives. There is also evidence that -conditional on the average share of immigrant pupils -reducing the dispersion of this share between schools has small positive effects on the test scores of natives.JEL Classification: J15, I28

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Section: The Resultsmentioning

confidence: 80%

The effect of immigration on the school performance of natives: Cross country evidence using PISA test scores

Brunello

Rocco

2013

Economics of Education Review

129

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“…This educational pathway e¤ect, captured by the third term in equation (B-2), becomes larger, the larger the impact of the track attended in period 1 on the track attended in period 2 (i.e., the larger the academic and institutional switching costs,  ¤  versus  ¤  ), and the larger the e¤ect of peers in period 2 on wages in period 3 (i.e.,  (ii) The educational pathway e¤ect of attending a high (versus a low) track school in period 1, operating through track completion in period 2, on wages in period 32 The intuitive argument here again ignores the e¤ect of the switching costs on the indi¤erence thresholdŝ  ¤ July and ¤ June  We have con…rmed that this relation holds in equilibrium using extensive simulations. 33 Again, this argument here considers the direct e¤ects only and ignores the e¤ects of  3 2 and  3 2 on the indi¤erence thresholds, but we con…rmed that this relation holds in equilibrium using extensive simulations. 38 3 is larger the higher the institutional and academic switching costs (  and   )and, provided that switching costs are positive, the higher the importance of peers in period 2 ( 3 2 ).…”

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confidence: 72%

The Long‐Term Effects of Early Track Choice

Dustmann

Puhani

Schönberg

2017

The Economic Journal

127

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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. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 7897 January 2014 ABSTRACTThe Long-Term Effects of Early Track Choice * Despite its efficiency in tailoring education to the needs of students, a tracking system has the inherent problem of misallocating students to tracks because of incomplete information at the time of the tracking decision. This paper investigates the effects of attending a more advanced track in middle school on long-term education and labor market outcomes for Germany, a country with a very rigorous tracking system where the risk of misallocating students to tracks is, due to the early age at which tracking takes place, particularly high. Our research design exploits quasi-random shifts between tracks induced by date of birth, and identifies the long-term effects of early track attendance for a group of marginal students most at risk of misallocation. Remarkably, we find no evidence that for these students, attending a more advanced track leads to more favorable long-term outcomes. We attribute this result to the up-and downgrading of students between tracks after middle school when more information about their potential is available. Overall, our findings underscore that flexibilities built into a tracking system, which allow students to revise initial track choices at a later stage, effectively remedy even a prolonged exposure to a less advanced school environment.JEL Classification: I21, J10

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“…Performance in this study is academic achievement rather than business outcomes. Other studies looking at peer e ects in education include Hoxby (2000), Lavy and Schlosser (2010) and Oosterbeek and Van Ewijk (2010). company with a pro t objective and shareholders for the duration of one year. Students face strong incentives, both individually and as a team, to perform a substantial and truly joint task of setting up and running a company with the objective of maximizing pro t and shareholder value.…”

Section: Matsa and Miller Compare Listed And Unlisted Companies And Cmentioning

confidence: 99%

The Impact of Gender Diversity on the Performance of Business Teams: Evidence from a Field Experiment

2013

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This paper reports on a field experiment conducted to estimate the impact of the share of women in business teams on their performance. Teams consisting of undergraduate students in business studies start up a venture as part of their curriculum. We manipulated the gender composition of teams and assigned students randomly to teams, conditional on their gender. We find that teams with an equal gender mix perform better than male-dominated teams in terms of sales and profits. We explore various mechanisms suggested in the literature to explain this positive effect of gender diversity on performance (including complementarities, learning, monitoring, and conflicts) but find no support for them. This paper was accepted by Jesper Sørensen, organizations.

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Mechanisms and Impacts of Gender Peer Effects at School

Cited by 395 publications

References 32 publications

The effect of immigration on the school performance of natives: Cross country evidence using PISA test scores

The effect of immigration on the school performance of natives: Cross country evidence using PISA test scores

The Long‐Term Effects of Early Track Choice

The Impact of Gender Diversity on the Performance of Business Teams: Evidence from a Field Experiment

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