Please use this identifier to cite or link to this item:
|Title:||Classroom peer effects and academic achievement: Quasi-randomization evidence from South Korea|
|Citation:||Kang, C. (2007). Classroom peer effects and academic achievement: Quasi-randomization evidence from South Korea. Journal of Urban Economics 61 (3) : 458-495. ScholarBank@NUS Repository. https://doi.org/10.1016/j.jue.2006.07.006|
|Abstract:||Endogenous formation of peer groups often plagues studies on peer effects. Exploiting quasi-random assignment of peers to individual students that takes place in middle schools of South Korea, we examine the existence and detailed structure of academic interactions among classroom peers. We find that mean achievement of one's peers is positively correlated with a student's performance (standardized mathematics test score). Employing IV methods, we show that such a relationship is causal: the improvement in peer quality enhances a student's performance. Quantile regressions reveal that weak students interact more closely with other weak students than with strong students; hence their learning can be delayed by the presence of worst-performing peers. In contrast, strong students are found to interact more closely with other strong students; hence their learning can be improved by the presence of best-performing peers. We also examine the implications of these findings for two class formation methods: ability grouping and mixing. © 2006 Elsevier Inc. All rights reserved.|
|Source Title:||Journal of Urban Economics|
|Appears in Collections:||Staff Publications|
Show full item record
Files in This Item:
There are no files associated with this item.
checked on Feb 14, 2019
WEB OF SCIENCETM
checked on Jan 29, 2019
checked on Dec 30, 2018
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.