Peer effects in early schooling: Evidence from Brazilian primary schools

Marotta, Luana

doi:10.1016/j.ijer.2017.01.008

Cited by 11 publications

(9 citation statements)

References 29 publications

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“…We found that children in public schools benefited more than those in private schools in the development of one of the four outcomes examined: literacy skills. This suggests that children from more disadvantaged home environments grow more in the presence of more skilled peers-consistent with prior work (Justice et al, 2011;Marotta, 2017;Reid & Ready, 2013)-even in a generally poorer population. But it also may reflect different school contexts rather than individual differences.…”

Section: Contextual Moderation Effectssupporting

confidence: 82%

“…These studies of academic skill-based peer effects tend to find a small positive effect of having high achieving classmates (e.g., Henry & Rickman, 2007;Mashburn, Justice, Downer, & Pianta, 2009), but the findings have been heterogenous both in direction and magnitude. For example, Marotta's (2017) study of Brazilian first graders and a study by Duflo, Dupas, and Kremer (2011) found that, on average, students performed better (0.17 SD and 0.52 SD, respectively) in classrooms with higher achieving peers. Other studies have found no effects, or even a small negative effect, of higher skilled classmates (e.g., Burke & Sass, 2013;Justice, Petscher, Schatschneider, & Mashburn, 2011).…”

Section: Academic Skillsmentioning

confidence: 99%

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A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms

2021

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Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015-2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06-.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.This article reflects contributions from many organizations and individuals. First, we thank J. Lawrence Aber and Jere R. Behrman, co-investigators on the original study from which the data were collected; we are grateful for all of their support. Second, we thank the committed staff at Innovations from Poverty Action. We also thank the UBS Optimus Foundation and the World Bank Strategic Impact Evaluation Fund and Early Learning Partnership for direct support for the project from which the data were collected.

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Section: Contextual Moderation Effectssupporting

confidence: 82%

Section: Academic Skillsmentioning

confidence: 99%

A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms

2021

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“…When it comes to peers in school, a large body of research supports the importance of classroom composition for adolescents' achievement (e.g. Hanushek, Kain, Markman, and Rivkin 2003;Marotta 2017;Burke and Sass 2013;Rodkin and Ryan 2012) and their choice of educational pathways (e.g. Riegle-Crumb, Farkas, and Muller 2006;Hanson 1994;Fletcher 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Is what they aspire what they get? The role of cultural heterogeneity in the classroom for the realization of Abitur aspirations

Gerth¹

2022

Preprint

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Even though the German education system is characterized by strong between-school tracking, routes to tertiary education are diverse. Students not initially placed in a school track leading straight to the qualification for enrolling in tertiary education, i.e. the Abitur, are able to revise their initial track placement and attain Abitur after all. While students are increasingly taking those non-standard routes to Abitur, evidence suggests that even more aspire than actually attain it. In this paper, I test whether cultural heterogeneity in educational models can account for this. For disadvantaged neighborhoods in the U.S., it has been shown that cultural heterogeneity contributes to decreased realization of college aspirations because adolescents have a harder time to stick to their educational goals. To test whether this explanation is equally applicable to the aspiration realization of German students, this paper uses longitudinal data of CILS4EU. Linear probability models are estimated to test whether cultural heterogeneity in class contributes to the non-realization of aspirations for students on non-standard routes to Abitur. I do not find strong support for this hypothesis. Several robustness checks do not yield a substantially different picture.

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“…The recent and growing literature on peer effects is not conclusive about the existence or direction of peer effects on students' academic performance in any educational level (Oosterbeek and Ewijk, 2014;Park et al, 2018;Neidell and Waldfogel, 2010;Burke and Sass, 2013;Sacerdote, 2011;Marotta, 2017). This study contributes to previous work mainly by: 1) taking into account different academic outcomes, such as GPA, study situation at the end of the semester (whether cancelled or not), number of credits attempted, earned, cancelled, failed and whether there was sufficient attendance to pass; 2) the use of a significantly long period of analysis, between 1995 and 2013 and; 3) identifying whether there are heterogeneities in peer effects in terms of gender, parent's education, period of admission, area of study or school shift.…”

Section: Table 11 About Herementioning

confidence: 99%

Peer effects in college: how peers' performance can influence students' academic outcomes

Souza¹,

Pinto²,

Queiroz³

et al. 2021

Preprint

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This paper investigates the existence of peer effects in academic outcomes by exploringspecificities in the student's admission process of a Brazilian federal university, which works as a naturalexperiment. Individuals who are comparable in terms of previous academic achievement end up havingclassmates with better or worse performance in college because of the assignment rule of students toclassrooms. Thus, our identification strategy for estimating peer effects on academic outcomes eliminates theendogenous self-selection into groups that would otherwise undermine the causal inference of peer effects.Overall, our findings showed that joining a class with high-ability students damages academic achievementsof the lowest-ability students at UFMG. Although male and female students are both negatively affected bybeing in the first (better) class, we found gender differences. Specifically, being at the bottom of the betterclass make females take less radical decisions compared to male students in the sense that female studentscontinue to study even though with lower performance (reduced GPA and credits earned) while male studentsseem to be more prone towards dropping out (increased number of subjects – or even University registration– cancelled and reduced attendance in classroom). We have also found other heterogeneities in peer effectsin college in terms of class shift, period of admission, area of study and parents’ education. This study is anecessary step before investigating the impact of peer quality on after-graduating decisions using the samenatural experiment. This will allow us to deepen our understanding of how peer effects can also have long-lasting impacts.

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Peer effects in early schooling: Evidence from Brazilian primary schools

Cited by 11 publications

References 29 publications

A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms

A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms

Is what they aspire what they get? The role of cultural heterogeneity in the classroom for the realization of Abitur aspirations

Peer effects in college: how peers' performance can influence students' academic outcomes

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