Do Peers Affect Student Achievement in China's Secondary Schools (Working Paper 35)

dc.contributor.authorDing, Weilien
dc.contributor.authorLehrer, Steven F.en
dc.date.accessioned2016-09-09T19:30:42Z
dc.date.available2016-09-09T19:30:42Z
dc.date.issued2004-10
dc.description.abstractPeer 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.en
dc.identifier.urihttp://hdl.handle.net/1974/14860
dc.language.isoenen
dc.relation.ispartofseriesPolicy Studies Working Paper 35en
dc.subjectPeer Effectsen
dc.subjectStudent Achievementen
dc.subjectChinaen
dc.subjectSecondary Schoolsen
dc.titleDo Peers Affect Student Achievement in China's Secondary Schools (Working Paper 35)en
dc.typeworking paperen
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