|This centre is a member of The LSE Research Laboratory [RLAB]: CASE | CVER | CEP | SERC | STICERD||Cookies?|
Paper No' SERCDP0001: | Full paper
Save Reference as: BibTeX File | EndNote Import File
Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: SERC Discussion Papers
Share this page: Google Bookmarks | Facebook | Twitter
Abstract:The belief that children thrive if educated amongst higher-achieving schoolmates guides many parents in their choice of school. We extend the literature on this issue by considering children making the transition from primary to secondary schooling at age-11 in England. We use year-to-year changes in school composition to identify the impact of schoolmates on pupil progress at age 14. Traditional 'linear-in-means' specifications lead us to conclude that prior achievements of a child's schoolmates are, on average, unrelated to his/her academic progress. However, this masks evidence that lower achieving pupils are disadvantaged by higher achieving schoolmates, whereas upper-middle ranking pupils benefit.
This paper has been published as:
Peer Effects: Evidence from Secondary School Transition in England, Stephen Gibbons and Shqiponja Telhaj, Oxford Bulletin of Economics and Statistics, Volume 78, Issue 4, August 2016
Copyright © RLAB & LSE 2003 - 2017 | LSE, Houghton Street, London WC2A 2AE | Contact: RLAB | Site updated 29 May 2017