Heterogenous Peer Effects, Segregation and Academic Attainment

Heterogenous Peer Effects, Segregation and Academic Attainment

Socioeconomic segregation is often decried for denying poorer children the benefits of positive 'peer effects'. Yet standard, linear-in-means models of peer effects (a) implicitly assume that segregation is zero sum, with gains and losses...

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Bibliographic Details
Main Author:	Lugo, Maria Ana
Format:	Policy Research Working Paper
Language:	English
Published:	2012
Subjects:	ACADEMIC ACHIEVEMENT ACADEMIC ACHIEVEMENT OF CHILDREN ACADEMIC ATTAINMENT ACADEMIC PERFORMANCE AVERAGE PARENTAL EDUCATION AVERAGE TEST SCORE AVERAGE TEST SCORES BASIC KNOWLEDGE BETTER TEACHERS BINDING BOOKS AT HOME CHURCHES CLASS SIZE CLASSROOM CLASSROOMS COGNITIVE SKILLS COLLEGE STUDENTS CURRICULUM DECENTRALIZATION DIDACTIC MATERIAL EARLY CHILDHOOD ECONOMIC DEVELOPMENT ECONOMIC GROWTH ECONOMICS OF EDUCATION EDUCATION LAW EDUCATION POLICIES EDUCATION QUALITY EDUCATIONAL ATTAINMENT EDUCATIONAL HISTORY EDUCATIONAL SYSTEM ELEMENTARY SCHOOL ELEMENTS EQUAL OPPORTUNITIES ETHNIC GROUPS FORMAL EDUCATION GRADE REPETITION HUMAN CAPITAL HUMAN DEVELOPMENT HUMAN RESOURCES INTERVENTIONS INVESTMENT IN EDUCATION KINDERGARTEN LEARNING LEVEL OF EDUCATION LITERACY LITERACY RATE LITERATURE MATHEMATICS MINISTRY OF EDUCATION MOBILITY NET ENROLLMENT NUMBER OF SCHOOLS NUMBER OF STUDENTS OPEN ACCESS PAPERS PARENTAL EDUCATION PARENTAL INCOME PARENTS EDUCATION PEDAGOGY PEER GROUP PERFORMANCE AT SCHOOL PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL CHILDREN PRIMARY SCHOOL PUPILS PRIMARY SCHOOLING PRIMARY SCHOOLS PRINTING PRIVATE INSTITUTIONS PRIVATE SCHOOL PRIVATE SCHOOLS PROVISION OF EDUCATION PUBLIC SCHOOL PUBLIC SCHOOL PUPILS PUBLIC SCHOOLING PUBLIC SCHOOLS PUPIL PERFORMANCE QUALITY OF EDUCATION QUALITY OF INSTRUCTION RACIAL SEGREGATION READING READING SKILLS SCHOLARSHIPS SCHOOL ACHIEVEMENT SCHOOL AGED CHILDREN SCHOOL DIRECTORS SCHOOL ENROLMENT SCHOOL FUNDING SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL PRINCIPALS SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOL YEAR SCHOOLS SECONDARY SCHOOL SECONDARY SCHOOLS SHOW HOW SOCIAL CAPITAL SOCIAL COHESION SOCIAL DEVELOPMENT SOCIAL GROUPS SPECIAL SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE SYLLABI TEACHER TEACHER INCENTIVES TEACHER QUALITY TEACHERS TEACHING TEACHING STRATEGIES TENURE TEST SCORES TUTORING
Online Access:	http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20110630111251 http://hdl.handle.net/10986/3482

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Summary:	Socioeconomic segregation is often decried for denying poorer children the benefits of positive 'peer effects'. Yet standard, linear-in-means models of peer effects (a) implicitly assume that segregation is zero sum, with gains and losses to rich and poor perfectly offsetting, and (b) rule out theories of 'social distance' whereby peer effects are strongest among similar pairings. The paper exploits the random assignment of pupils between classes to identify more general peer effects in Argentine test-score data. Estimates violate both assumptions (a) and (b), and provide micro foundations for the correlations between school segregation, average test-scores, and test-score inequality in municipality-level data.