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Do Peers Affect Student Achievement? Evidence from Canada Using Group Size Variation

Author

Listed:
  • Boucher, Vincent

    (Université Laval)

  • Bramoullé, Yann

    (Laval University)

  • Djebbari, Habiba

    (Aix-Marseille University)

  • Fortin, Bernard

    (Université Laval)

Abstract
We provide the first empirical application of a new approach proposed by Lee (2007) to estimate peer effects in a linear-in-means model. This approach allows to control for group-level unobservables and to solve the reflection problem. We investigate peer effects in student achievement in Mathematics, Science, French and History in Quebec secondary schools. We estimate the model using maximum likelihood and instrumental variables methods. We find evidence of peer effects. The endogenous peer effect is positive, when significant, and some contextual peer effects matter. Using calibrated Monte Carlo simulations, we find that high dispersion in group sizes helps with potential issues of weak identification.

Suggested Citation

  • Boucher, Vincent & Bramoullé, Yann & Djebbari, Habiba & Fortin, Bernard, 2010. "Do Peers Affect Student Achievement? Evidence from Canada Using Group Size Variation," IZA Discussion Papers 4723, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp4723
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    More about this item

    Keywords

    reflection problem; peer effects; student achievement;
    All these keywords.

    JEL classification:

    • C31 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions; Social Interaction Models
    • I20 - Health, Education, and Welfare - - Education - - - General
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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