Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/232690 
Erscheinungsjahr: 
2020
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 13938
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Studying with higher ability peers increases student performance, yet we have little idea why. We exploit random assignment of students to classrooms and find positive peer effects on test scores. With rich data on nineteen potential mechanisms, we then estimate how effects on attitudes, parents, and teachers could drive these results. Higher-achieving peers reduce student effort, increase student university aspirations, increase parental time investments and parental strictness, and have precise null effects elsewhere. None of these mechanisms, however, explain our peer effect on test scores. Our results highlight promising avenues for understanding ability peer effects.
Schlagwörter: 
random assignment
standardized test
parental investments
school inputs
mediation analysis
JEL: 
I23
I26
D13
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
1.18 MB





Publikationen in EconStor sind urheberrechtlich geschützt.