Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/44398
Authors: 
Kiss, David
Year of Publication: 
2011
Series/Report no.: 
IWQW discussion paper series 02/2011
Abstract: 
This paper estimates the impact of peer achievement and variance on math achievement growth. It exploits exogenous variation in peer characteristics generated at the transition to upper-secondary school in a sample of Berlin fifth graders. Parents and schools are barely able to condition their decisions on peer characteristics since classes are newly built up from a large pool of elementary school pupils. I find positive peer effects on achievement growth and no effects for peer variance. Lower-achieving pupils benefit more from abler peers. Results from simulations suggest that pupils are slightly better off in comprehensive than in ability-tracked school systems.
Subjects: 
peer effects in secondary school
comparison between ability-tracked and comprehensive school
natural experiment
JEL: 
I21
I28
Document Type: 
Working Paper

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