Peer group effects and educational attainment

Arnott, Richard; Rowse, John

doi:10.1016/0047-2727(87)90034-x

Cited by 142 publications

(72 citation statements)

References 8 publications

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“…Estimated peer effects may be sensitive to the definition of peer groups (Foster, 2006) and the measurement of peer characteristics (Stinebrickner and Stinebrickner, 2006). 2 Examples include Arnott (1987) and Duflo, Dupas, and Kremer (2011) on classroom tracking, Benabou (1996) and Kling, Liebman, and Katz (2007) on neighborhood segregation, Epple and Romano (1998) and Hsieh and Urquiola (2006) on school choice and vouchers, and Angrist and Lang (2004) on school integration.…”

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confidence: 99%

Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment

Garlick¹

2014

Policy Research Working Papers

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I study the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracking reduces low-scoring students' GPAs but has little effect on high-scoring students. This lowers mean GPA and raises GPA dispersion. I also directly estimate peer effects using random variation in peer groups across dormitories. Living with higher-scoring peers raises students' GPAs and this effect is larger for low-scoring students. Peer effects operate largely within race groups but operate both within and across programs of study. This suggests that spatial proximity alone does not generate peer effects. Interaction of some sort is required, but direct academic collaboration is not the relevant form of interaction. I integrate the results from variation in group assignment policies and variation in group composition by drawing on the matching and sorting literatures. Both sets of results imply that own and peer academic performance are substitutes in GPA production and that GPA may be a concave function of peer group performance. The cross-dormitory results correctly predict a negative effect of tracking on low-scoring students but understate the magnitude of the observed effect. I show that this understatement reflects both policy-sensitive parameter estimates and problems with extrapolation outside the support of the data observed under random assignment. This underlines the value of using both cross-policy and cross-group variation to study peer effects.

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confidence: 99%

Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment

Garlick¹

2014

Policy Research Working Papers

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“…El que la residencia en vecindarios desfavorecidos pueda limitar los logros que alcancen los individuos recibió un fuerte impulso a partir del trabajo de Wilson (1987). Existe una extensa literatura que se ha centrado en esta relación y ha tratado de aproximarse al efecto del barrio o vecindario sobre diferentes variables sociales (Atkinson y Kintrea, 2001;Dietz, 2002;Galster, 2001;Jencks y Mayer, 1990;Arnott y Rowse, 1987;Brooks-Gunn et al, 1997;Crane, 1991;Ellen y Turner, 1997;liebman, Katz y Kling, 2004;lupton y Power, 2002;Buck y Gordon, 2004, entre otros).…”

Section: Antecedentes Seleccionados De La Investigación Sobre Segregaunclassified

La persistencia de la segregación residencial socioeconómica en Argentina / The Persistence of Socio-Economic Residential Segregation in Argentina

Groisman

2010

EDU

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“…Conventionally for simplicity, a uniform maxim is considered as an aggregation of students achievements. Therefore, education providers have to divide students and resources among schools (and study groups in schools) so that they reach this maxim and subject to the ability and possibility to divide students: regarding (2) subject to Therefore, the school will maximize the achievement A j of n j students, subject to the ability B till the threshold level B', across groups j = 1 ... J (Arnott, Rowse 1987). The mentioned maximum of the equation (2) is a conditional budgetary limitation which is here more simply marked as total costs TC equal to the amount of resource R (given in a way of an exogenous pattern of financing) multiplied by the number of students.…”

Section: Production Function Of Educationmentioning

confidence: 99%

Human capital and modelling of its development

Tvrdon¹

2006

AGR ECON-CZECH

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Abstract:The paper deals with the relation between education, as pivotal characteristics of capital, and efficiency of school work-places with use of production modelling. A starting analytic tool is a determination of school facilities efficiency according to an efficiency matrix from which it results that also schools with a lower volume of resources per a student can significantly contribute to human capital development. Transformation of these sources into knowledge is expressed by a production function of education in which results of students are an endogenous variable in dependence on school resources, qualification level of students' families, school-mates' level, previous results of students and their effort. The course of the production function and its shape depends on many factors and economy of scale determined in the paper.Key words: education economy, human capital, modelling, production function in education Abstrakt: Článek se zabývá vztahem mezi vzděláním jako stěžejní charakteristiky kapitálu a výkonností školských pracovišť s využitím produkčního modelování. Výchozím analytickým nástrojem je vymezení výkonnosti školských zařízení dle matice efektivnosti, z níž vyplývá, že i školy s nižším objemem zdrojů na studenta mohou významně přispívat k rozvoji lidského kapitálu. Transformace těchto zdrojů ve znalosti je vyjádřena produkční funkcí vzdělání, v níž jsou endogenní proměnnou výsledky studentů v závislosti na školských zdrojích, kvalifikační úrovni rodin studentů, úrovně spolužáků, předchozích výsledků studentů a jejich úsilí. Průběh produkční funkce a její tvar závisí na řadě faktorů a ekonomii z rozsahu vymezených v článku.Klíčová slova: ekonomie vzdělání, lidský kapitál, modelování, produkční funkce ve vzdělání

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Peer group effects and educational attainment

Cited by 142 publications

References 8 publications

Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment

Academic Peer Effects with Different Group Assignment Policies: Residential Tracking versus Random Assignment

La persistencia de la segregación residencial socioeconómica en Argentina / The Persistence of Socio-Economic Residential Segregation in Argentina

Human capital and modelling of its development

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