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The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions
ARTICLE

Economics of Education Review Volume 37, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper estimates ability peer effects on achievement growth in reading and math. It exploits variation in peer characteristics generated at the transition from primary to secondary school in a sample of Berlin fifth-graders. As will be discussed in detail, this variation is exogenous in large parts. Results are similar for both achievement measures: pupils benefit from abler peers, but high-achievers do so to a smaller extent. The variance in peer skills has no impact on achievement growth – the corresponding estimates are negative, but insignificant.

Citation

Kiss, D. (2013). The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions. Economics of Education Review, 37(1), 58-65. Elsevier Ltd. Retrieved August 26, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.08.002

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