Differential Test Performance and Peer Effects
Fuente:
arXiv
Enregistré dans:
| Auteurs principaux: | , , |
|---|---|
| Format: | Preprint |
| Publié: |
2024
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1866912459702403072 |
|---|---|
| author | Kuersteiner, Guido Prucha, Ingmar Zeng, Ying |
| author_facet | Kuersteiner, Guido Prucha, Ingmar Zeng, Ying |
| contents | We use variation of test scores measuring closely related skills to isolate peer effects. The intuition for our identification strategy is that the difference in closely related scores eliminates factors common to the performance in either test while retaining idiosyncratic test specific variation. Common factors include unobserved teacher and group effects as well as test invariant ability and factors relevant for peer group formation. Peer effects work through idiosyncratic shocks which have the interpretation of individual and test specific ability or effort. We use education production functions as well as restrictions on the information content of unobserved test taking ability to formalize our approach. An important implication of our identifying assumptions is that we do not need to rely on randomized group assignment. We show that our model restrictions are sufficient for the formulation of linear and quadratic moment conditions that identify the peer effects parameter of interest. We use Project STAR data to empirically measure peer effects in kindergarten through third grade classes. We find evidence of highly significant peer effects with magnitudes that are at the lower end of the range of estimates found in the literature. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2406_05283 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Differential Test Performance and Peer Effects Kuersteiner, Guido Prucha, Ingmar Zeng, Ying General Economics Economics We use variation of test scores measuring closely related skills to isolate peer effects. The intuition for our identification strategy is that the difference in closely related scores eliminates factors common to the performance in either test while retaining idiosyncratic test specific variation. Common factors include unobserved teacher and group effects as well as test invariant ability and factors relevant for peer group formation. Peer effects work through idiosyncratic shocks which have the interpretation of individual and test specific ability or effort. We use education production functions as well as restrictions on the information content of unobserved test taking ability to formalize our approach. An important implication of our identifying assumptions is that we do not need to rely on randomized group assignment. We show that our model restrictions are sufficient for the formulation of linear and quadratic moment conditions that identify the peer effects parameter of interest. We use Project STAR data to empirically measure peer effects in kindergarten through third grade classes. We find evidence of highly significant peer effects with magnitudes that are at the lower end of the range of estimates found in the literature. |
| title | Differential Test Performance and Peer Effects |
| topic | General Economics Economics |
| url | https://arxiv.org/abs/2406.05283 |