Peer Effects in North Carolina Public Schools

By Jacob L. Vigdor, T. Nechyba. 2004

192 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/33c5bd1f3aa50dc1772549a60268f1ff49f39ef6

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In Education

Citations in the corpus

The Good, the Bad, and the Average: Evidence on Ability Peer Effects in Schools (2012, background): “6 Other examples include Lefgren (2004), Vigdor and Nechyba (2004), Figlio (2007), Nechyba and Vigdor (2007), Aizer (2008), Burke and Sass (2008), and Bifulco, Fletcher, and Ross (2011).”
Peer Effects in European Primary Schools: Evidence from Pirls (2006, unknown): “In fact, Woessmann (2004) found the number of books to be the single most important predictor of reading skills among various family background variables in the Third International Math and Science Study (TIMSS) and Ammermueller (2005) in PIRLS and the Programme for International Student Assessment ”
Peer Effects in Education: How Might They Work, How Big Are They and How Much Do We Know Thus Far? (2011, background): “Vigdor and Nechyba (2007) make the case that the assignment of students to classrooms within their sample of North Carolina schools is fairly random.”
Peer Effects in the Workplace (2017, unknown): “We can also observe all workers in each firm, which allows precise calculation of the average peer group characteristics and ensures that our findings are representative of both the firms and the workers.”
Peer Effects in European Primary Schools: Evidence from the Progress in International Reading Literacy Study (2009, methodology): “The papers closest in spirit to ours are the ones by Hoxby (2000) and Vigdor and Nechyba (2004) for the United States and Gould, Lavy, and Paserman (forthcoming) for Israel.”
Peer effects in Austrian schools (2005, background): “Concerning heterogeneity in classrooms and schools the results are ambiguous: Schindler-Rangvid (2003) found no significant effects of social heterogeneity in Denmark, Fertig (2003) found some negative impact of ability dispersion for the USA and Vigdor and Nechyba (2004) found positive effects of”
Exposure to More Female Peers Widens the Gender Gap in STEM Participation (2020, background): “As students are typically not assigned to schools at random, the existing peer effects studies try to overcome this identification problem by exploiting natural variation in cohort composition within a given school across time (Bifulco, Fletcher, and Ross 2011; Carrell and Hoekstra, 2010; Carrell, H”
Econometric methods for causal evaluation of education policies and practices: a non‐technical guide (2011, background): “The study by Vigdor and Nechyba ( 2007 ) which evaluates the effects of peer characteristics on academic achievement is a nice example of the use of fixed‐effects models to identify causal effects, which also highlights the limitations of restricted models.”
Peer Effects in Academic Cheating (2012, background): “One recent exception is Bayer, Pintoff, and Pozen (2005) who ﬁnd evidence that peer effects in criminal activity are linked to networks formed in juvenile correction facilities.”
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “However, a third suggests that such composition effects may be small to nonexistent once all pertinent variables are well controlled (Vigdor & Nechyba, 2007).”