Socioeconomic segregation is often decried for denying poorer children the benefits of positive 'peer effects'. Yet standard, linear-in-means models of peer effects (a) implicitly assume that segregation is zero sum, with gains and losses to rich and poor perfectly offsetting, and (b) rule out theories of 'social distance' whereby peer effects are strongest among similar pairings. The paper exploits the random assignment of pupils between classes to identify more general peer effects in Argentine test-score data. Estimates violate both assumptions (a) and (b), and provide micro foundations for the correlations between school segregation, average test-scores, and test-score inequality in municipality-level data.
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Autor
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Data do documento
2011/06/01
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TIpo de documento
Documento de trabalho sobre pesquisa de políticas
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No. do relatório
WPS5718
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Nº do volume
1
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Total Volume(s)
1
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País
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Região
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Data de divulgação
2011/06/01
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Disclosure Status
Disclosed
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Nome do documento
Heterogenous peer effects, segregation and academic attainment
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Palavras-chave
Progress in International Reading Literacy Study;test score;academic achievement of child;world development indicator;average test score;books at home;family background;performance at school;quality of education;reduced form equation;socioeconomic background;national poverty line;expenditure in education;primary school pupil;salary for teacher;secondary school enrolment;public school pupil;instrumental variable estimation;quality of instruction;primary school child;expenditure education;school age child;sectors of society;linear regression model;repair and maintenance;place of residence;distribution of resource;test of equality;disparity in income;parental education;
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