000			01485nam a22002537a 4500
003			ZW-GwMSU
005			20211022115221.0
008			200814b ||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aBurke, Mary A. _eauthor
245	1	0	_aClassroom peer effects and student achievement/ _cMary A. Burke and Tim R. Sass
264		1	_aChicago: _bChicago University, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Labor Economics _vVolume 31, number 1, pages 51-82
520			_aWe 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.
650		0	_aStudent growth (Academic achievement)
650		0	_aLabor economics
650		0	_aPeer pressure
700	1		_aSass, Tim R. _eauthor
856			_uhttps://dx.doi.org/10.1086/666653
942			_2lcc _cJA
999			_c154135 _d154135