Do Peer Groups Matter? Peer Group versus Schooling Effects on Academic Attainment

By D. Robertson, J. Symons. 2003

111 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/12080aca4d224ad77e834376fb0d644aa523bee2

Citations in the corpus

• Capabilities, human capital and education (2007, unknown): “3 On education quality and efficiency see Hanushek (1986), (1992), Robertson and Symons (1996) , Feinstein and Symons (1999).”
• Human Capital Measurement: A Survey (2010, unknown): “Robertson and Symons (2003), for example, conclude that after controlling for peer effects, quality indicators become insignificant.”
• Early Test Scores, School Quality and Ses: Longrun Effects on Wage and Employment Outcomes (2012, unknown): “Previous analyses of these data suggest that attriters are slightly more likely than non-attriters to be from disadvantaged backgrounds, although observable differences between the two groups are quite small (Fogelman, 1976, 1983; Robertson & Symons, 1996; Connolly, Micklewright & Nickell, 1992).”
• Peer effects on student achievement: evidence from Chile (2003, unknown): “1 Several authors find that higher mean levels of school or classroom socioeconomic status are associated with higher individual achievement (Link & Mulligan, 1991; Robertson & Symons, 1996; Willms, 1986; Zimmer & Toma, 2000).”
• Peer effects in Austrian schools (2005, unknown): “…2003, Fertig, 2003, McEwan, 2003, Levin, 2001, Betts and Zau, 2004, Hanushek et al., 2003, Hoxby, 2000, Vigdor and Nechyba, 2004, Robertson and Symons, 2003, Angrist and Lang, 2004) as well as in higher education (Sacerdote, 2000, Winston and Zimmerman, 2003, Arcidiacono and…”
• Class Size, Education, and Wages (2003, unknown): “(1999), Currie and Thomas (1998), Robertson and Symons (1996) , and Dearden, Ferri”
• The Effect of Peer Socioeconomic Status on Student Achievement: A Meta-Analysis (2010, unknown): “This lack of agreement is related to a substantial variation in the reported research results, which ranges from no effect at all (e.g.; Bondi, 1991; Evans, Oates & Schwab, 1992) to strong peer group effects (e.g. Ho & Willms, 1996; Robertson & Symons, 2003).”
• Child Care Choices and Children’s Cognitive Achievement: The Case of Single Mothers (2011, unknown): “* For women who reported working full-time in a given period after the third year, we imputed a child care value equal to 1; if the mother reported working parttime, we imputed a child care value equal to .5.”