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Paper No' SERCDP0001: | Full paper
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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
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