Do Peers Affect Student Achievement in China's Secondary Schools?
By Weili Ding, Steven F. Lehrer. Review of Economics and Statistics, 2007
312 citations recorded by the source corpus.
Peer effects have figured prominently in debates on school vouchers, desegregation, ability tracking, and antipoverty 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 data set 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 semiparametric estimates clarify the trade-offs facing policymakers in exploiting positive peer effects to increase future achievement.
Subfields: Demography, Education
View Paper: https://www.semanticscholar.org/paper/5c292a9d60762a8595db66a339a81d3c812ec4d9
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Citations in the corpus
- Admission, Tuition, and Financial Aid Policies in the Market for Higher Education (2006, background): “Robertson and Symons (1996), Zimmer and Toma (1998), Hoxby (2000b), and Ding and Lehrer (2001) are more recent studies that find evidence of peer eects on educational success.”
- Mental Health and Education Decisions (2015, background): “Other recent longitudinal studies that consider the relationship between adolescent mental health problems and educational attainment have much to say about depression in particular (Ding and Lehrer 2007; Eisenberg, Golberstein, and Hunt 2009; Fletcher 2008) and all suggest that this has a strong ne”
- Heterogeneous Peer Effects and Rank Concerns: Theory and Evidence (2017, unknown): “32 32Ding and Lehrer (2007) find that a larger variance of peer ability in Chinese secondary schools has a negative average effect on college entrance examination scores.”
- Peer Effects in Program Participation (2014, unknown): “untreated colleagues in the same peer group now have someone to attend the seminar with (Duflo and Saez, 2003). Angelucci and Di Georgi (2009) argue that experimental designs should use group-level randomization in such settings, rather than selecting treatment and control subjects randomly within g”
- Estimating spillovers using panel data, with an application to the classroom (2012, unknown): “Another set of papers relies on some form of random assignment (Sacerdote (2001), Zimmerman (2003), Winston and Zimmerman (2003), Foster (2006), Lehrer and Ding (2007), and Hoxby (2001)).”