Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/191464 
Authors: 
Year of Publication: 
2012
Series/Report no.: 
IRENE Working Paper No. 12-01
Publisher: 
University of Neuchâtel, Institute of Economic Research (IRENE), Neuchâtel
Abstract: 
This paper estimates educational peer effects at the lower secondary level in Switzerland where different tracking systems coexist. Using a cross-sectional survey based on standardized questionnaires, the structure and magnitude of social interactions among classmates are analyzed. The results are used to find out if grouping students in a completely non-selective way could increase efficiency and equality of opportunity. Empirical findings suggest that mixing students in reading and science classes could enhance efficiency and equity while a similar practice in mathematics courses could only improve equity without any gain in efficiency.
Subjects: 
Peer effects
ability tracking
family background
equality of opportunity
quantile regression
JEL: 
I21
J24
Document Type: 
Working Paper

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