Classroom Peer Effects And Academic Achievement
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Classroom Peer Effects And Academic Achievement
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Author : Katherine Grace Carman
language : en
Publisher:
Release Date : 2011
Classroom Peer Effects And Academic Achievement written by Katherine Grace Carman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This paper estimates peer effects on student achievement using a panel data set from a middle school in China. Unique features of the organization of Chinese middle schools (Grades 7 to 9) and panel data allow us to overcome difficulties that have hindered the separation of peer effects from omitted individual factors due to self-selection and from common teacher effects and to identify peer effects at the classroom level. We estimate peer effects for Math, English, Chinese, and overall test scores separately. In a linear-in-means model controlling for both individual and teacher-by-test fixed effects, peers are found to have a positive and significant effect on math and overall test scores and a positive but insignificant effect on Chinese test scores, but no effect on English test scores. Importantly, students at the middle of the ability distribution tend to benefit from better peers, whereas students at the ends of the ability distribution do not suggesting that policy makers who want to exploit positive peer effects face difficult tradeoffs in classroom and school assignment.
Classroom Peer Effects And Student Achievement Working Paper 08 5
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Author : Mary A. Burke
language : en
Publisher:
Release Date : 2008
Classroom Peer Effects And Student Achievement Working Paper 08 5 written by Mary A. Burke and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
In this paper we analyze the impact of classroom peers on individual student performance with a unique longitudinal data set covering all Florida public school students in grades 3-10 over a five-year period. Unlike many previous data sets used to study peer effects in education, our data set allow us to identify each member of a given student's classroom peer group in elementary, middle, and high school as well as the classroom teacher responsible for instruction. As a result, we can control for individual student fixed effects simultaneously with individual teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers, including some dynamic aspects of such assignments. Our estimation strategy, which focuses on the influence of peers' fixed characteristics--both observed and unobserved--on individual test score gains, also alleviates potential biases due to error in measuring peer quality, simultaneity of peer outcomes, and mean reversion. Under linear-in-means specifications, estimated peer effects are small to non-existent, but we find some sizable and significant peer effects within non-linear models. For example, we find that peer effects depend on an individual student's own ability and on the ability level of the peers under consideration, results that suggest Pareto-improving redistributions of students across classrooms and/or schools. Estimated peer effects tend to be smaller when teacher fixed effects are included than when they are omitted, a result that suggests co-movement of peer and teacher quality effects within a student over time. We also find that peer effects tend to be stronger at the classroom level than at the grade level. (Appended to this document is "Comparison of Estimation Methods Using Simulated Data." Contains 28 footnotes and 10 tables.).
Classroom Peer Effects And Student Achievement
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Author : Mary A. Burke
language : en
Publisher:
Release Date : 2008
Classroom Peer Effects And Student Achievement written by Mary A. Burke and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Peer Effects In The Classroom
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Author : Margarita Pivovarova
language : en
Publisher:
Release Date : 2013
Peer Effects In The Classroom written by Margarita Pivovarova and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
Inference On Peer Effects With Missing Peer Data
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Author : Aaron Sojourner
language : en
Publisher:
Release Date : 2009
Inference On Peer Effects With Missing Peer Data written by Aaron Sojourner and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
This paper contributes empirically to the literature on peer effects in first-grade classrooms. The paper examines peer effects on academic achievement among first graders randomly assigned to their classrooms and to their teachers as part of Tennessee's Project STAR, America's largest ever education experiment. The analysis draws on previously unexploited measures of kindergarten achievement taken before random assignment to first-grade classes and available for about sixty percent of this sample. Data are not missing at random. This paper studies effects of peer lagged achievement on first-grade achievement. The STAR data allow for credible inference about peer effects because students and teachers were randomly assigned to classes within school. Further, the data contain pre-assignment measures of achievement, which are useful as conditioning variables to explain each student's own outcome and for characterizing each student's peer group. The paper contributes methodologically to the larger peer-effects literature in advancing the understanding of how to make inference about peer effects in the presence of missing data on peers.
Classroom Peer Effects In Higher Education
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Author : Peter C. Jones
language : en
Publisher:
Release Date : 2013
Classroom Peer Effects In Higher Education written by Peter C. Jones and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Education categories.
Using a unique panel data set constructed from registrar and admissions data, I examine peer effects on course grades in two disciplinary areas, Social Sciences, and Math and Sciences, for students who attended Colby College between the Fall of 2004 and the Spring of 2008. Simultaneously controlling for student, professor and course fixed effects, thereby easing endogeneity concerns posed by nonrandom assignment, I estimate peer effects on academic performance by examining the composition of an individual's classmates based on SAT scores, own gender, and peer gender, using a nonlinear, proportions-based two-way interaction model. I find strong evidence that students of high ability are positively influenced by having high ability classmates in Social Science classes, and suggestive evidence that these individuals may only be positively influenced by having high ability male classmates. JEL Classification: I21, I23, J24.
Gender Peer Effects In School
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Author : Veronica Cabezas
language : en
Publisher:
Release Date : 2010
Gender Peer Effects In School written by Veronica Cabezas and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Age groups categories.
This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences students' educational outcomes, and (c) the relative performance of single-sex and coeducation in Chile and its impact on male and female achievement. Through three essays, peer effects are analyzed and their role established for different stages of schooling and for various student characteristics, including gender, socioeconomic background and type of school the student attends. Moreover, the possibility of nonlinearity in gender peer effects is explored as well at the various possible channels through which the effects may operate, such as changes in the amount of curriculum covered. The three essays also address the econometric problems inherent in any study of peer effects. The dissertation provides new evidence on the existence of gender peer effects in elementary and secondary schools based on data from a developing country. It also provides an enriched understanding of how gender peer effects are interrelated with characteristics of the students and schools. The analyses were based on recent data from SIMCE, a Chilean national standardized student assessment carried out in 4 th , 8th and 10 th grade. It is concluded that, after controlling for differences in socioeconomic background, school and a cohort's characteristics, a larger share of female students in a cohort and in a classroom level have a positive impact on academic achievement, both for boys and girls. Results were robust across estimations. Classroom gender peer effects were bigger than the ones estimated at the cohort level, supporting the notion that peer effects get larger when they are measured closer to the context in which they operate. The effects are slightly stronger for girls. The estimated impact of an increase in 10 percentage points on the proportion of female students in the classroom is about 2 to 8 percent of one standard deviation in girl test scores, and between 1 to 5 percent for boys. Gender peer effects proved to be nonlinear and they were stronger when female students are in a minority within the student population, both for boys and girls. To explain these results, the research shows that, as the share of female students in a cohort or class rises, the amount of curriculum that a teacher can cover during the academic year increases as well. Furthermore, the increased share of females is associated with an increase in teachers' expectation on academic attainment of their students. The analysis of co-education and single-sex schools concludes that most of the differences in student achievement between students that attend a single-sex versus a coeducational school were due to students' background characteristics, previous student achievement, peers and school selection. The issue of selection bias is much weaker for girls. Some positive and statistically significant positive effect of single-sex school attendance persist for girls after the effect of selection is controlled-for, as well as previous achievement and other controls. The difference is small, though. The single-sex school effect almost disappears for boys, supporting results from previous sections of this dissertation.
Peer Group Effects On Student Outcomes
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Author : Keke Liu
language : en
Publisher:
Release Date : 2010
Peer Group Effects On Student Outcomes written by Keke Liu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Academic achievement categories.
Head Teacher Peer Effects And Student Achievement
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Author : Han Feng
language : en
Publisher:
Release Date : 2016
Head Teacher Peer Effects And Student Achievement written by Han Feng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Teachers can influence student achievement, not only directly, but also indirectly via peer effects. Based on a unique data set from a Chinese middle school (grades 7-9), this paper uses a student fixed-effects model to estimate peer effects for four core subjects (Chinese, Math, English, and Science) at the level of the class cohorts studying each subject. We found negative peer effects that are significant from both an economic and a statistical perspective. However, in the subjects taught by head teachers, who have more tools to manage students than do regular teachers, such negative peer effects disappeared. Further investigation suggests that head teachers generate positive peer effects that override the negative ones.
Academic Peer Effects With Different Group Assignment Policies
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Author : Robert Garlick
language : en
Publisher:
Release Date : 2014
Academic Peer Effects With Different Group Assignment Policies written by Robert Garlick and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Academic achievement categories.
This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy.