Abstract
This paper investigates educational production with a focus on the influence that socio-economic status of class peers has on academic outcomes of students in a streaming system. Employing the Swiss subsample of the PISA data, I provide evidence that while classroom assignment is not random within schools or tracks it is random within tracks-by-schools. Track-by-school fixed effects therefore render peer group composition conditionally uncorrelated with students' characteristics, while track fixed effects and school fixed effects don’t. Estimates based on track fixed-effects and school fixed-effects approaches are reduced sizably by employing a track-by-school fixed-effects approach while mean effects on test results in mathematics and problem solving remain significant.
Originalsprog | Engelsk |
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Tidsskrift | Economics of Education Review |
Vol/bind | 49 |
Udgave nummer | dec. |
Sider (fra-til) | 110–128 |
Antal sider | 19 |
ISSN | 0272-7757 |
DOI | |
Status | Udgivet - 2015 |
Emneord
- Education
- Peer effects
- Ability streaming