Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/124966 
Autor:innen: 
Erscheinungsjahr: 
2015
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 9448
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
This paper estimates peer effects in a university context where students are randomly assigned to sections. While students benefit from better peers on average, low-achieving students are harmed by high-achieving peers. Analyzing students' course evaluations suggests that peer effects are driven by improved group interaction rather than adjustments in teachers' behavior or students' effort. We further show, building on Angrist (2014), that classical measurement error in a setting where group assignment is systematic can lead to substantial overestimation of peer effects. With random assignment, as is the case in our setting, estimates are only attenuated.
Schlagwörter: 
estimation bias
measurement error
higher education
peer effects
JEL: 
I21
I24
J24
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
1.2 MB





Publikationen in EconStor sind urheberrechtlich geschützt.