Midlands State University Library
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Classroom peer effects and student achievement/ Mary A. Burke and Tim R. Sass

By: Contributor(s): Material type: TextTextSeries: Journal of Labor Economics ; Volume 31, number 1, pages 51-82Publisher: Chicago: Chicago University, 2013Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): Online resources: Summary: We analyze the impact of classroom peers’ ability (measured by their individual fixed effects) on student achievement for all Florida public school students in grades 3-10 over a 6-year period. We control for both student and teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find some sizable and significant peer effects within nonlinear models. We also find that classroom peers, as compared with the broader group of grade-level peers at the same school, exert a greater influence on individual achievement gains.
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Item type Current library Call number Vol info Copy number Status Date due Barcode
Journal Article Journal Article Main Library - Special Collections HD5706 JOU (Browse shelf(Opens below)) Volume 31, number 1, pages 51-82 SP17575 Not for loan

We analyze the impact of classroom peers’ ability (measured by their individual fixed effects) on student achievement for all Florida public school students in grades 3-10 over a 6-year period. We control for both student and teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find some sizable and significant peer effects within nonlinear models. We also find that classroom peers, as compared with the broader group of grade-level peers at the same school, exert a greater influence on individual achievement gains.

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