Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/311624 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
CEBI Working Paper Series No. 01/25
Verlag: 
University of Copenhagen, Department of Economics, Center for Economic Behavior and Inequality (CEBI), Copenhagen
Zusammenfassung: 
We study the effect of having high socioeconomic status (SES) peers on pupils' wellbeing, absence rate, and academic performance in elementary school. We compare pupils in the same school who started school in different years and, consequently, were exposed to different shares of high-SES peers. We use a unique combination of administrative, survey, and test data on pupils in Danish public schools. We find that a higher share of high-SES peers increases well-being and performance while lowering absence rates slightly. Our results imply that educational inequalities may increase due to the growing concentration of high-SES pupils in certain schools.
Schlagwörter: 
peer effects
well-being
academic performance
primary school
JEL: 
I210
I240
I310
Dokumentart: 
Working Paper

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