We point identify and estimate linear social network models without observing any network links. The required data consist of many small networks of individuals, such as classrooms or villages, with individuals that are each only observed once. We apply our estimator to data from Tennessee's Student/Teacher Achievement Ratio (STAR) Project. Without observing the latent network in each classroom, we identify and estimate peer and contextual effects on students' performance in mathematics. We find that peer effects tend to be larger in bigger classes, and that increasing peer effects would significantly improve students' average test scores.