Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/67788
Authors: 
Ding, Weili
Lehrer, Steven F.
Year of Publication: 
2006
Series/Report no.: 
Queen's Economics Department Working Paper 1047
Abstract: 
Peer effects have figured prominently in debates on school vouchers, desegregation, ability tracking and anti-poverty programs. Compelling evidence of their existence remains scarce for plaguing endogeneity issues such as selection bias and the reflection problem. This paper is among the first to firmly establish the link between peer performance and student achievement, using a unique dataset from China. We find strong evidence that peer effects exist and operate in a positive and nonlinear manner; reducing the variation of peer performance increases achievement; and our semi-parametric estimates clarify the tradeoffs facing policymakers in exploiting positive peers effects to increase future achievement.
Subjects: 
Peer Effects
Ability Grouping
Selection on observables
China
Academic performance
Teacher quality
JEL: 
I2
P36
Z13
Document Type: 
Working Paper

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