Do peers affect student achievement? : evidence from Canada using group size variation

Authors: Boucher, VincentBramoullé, YannDjebbari, HabibaFortin, Bernard
Abstract: We provide the first empirical application of a new approach proposed by Lee (Journal of Econometrics 2007; 140(2), 333–374) to estimate peer effects in a linear‐in‐means model when individuals interact in groups. Assumingsufficient group size variation, this approach allows to control for correlated effects at the group level and to solve the simultaneity (reflection) problem. We clarify the intuition behind identification of peer effects in the model. We investigate peer effects in student achievement in French, Science, Mathematics and History in secondary schools in the Province of Québec (Canada). We estimate the model using conditional maximum likelihood and instrumental variables methods. We find some evidence of peer effects. The endogenous peer effect is large and significant in Mathematics but imprecisely estimated in the other subjects. Some contextual peer effects are also significant. In particular, for most subjects, the average age of peers has a negative effect on own test score. Using calibrated Monte Carlo simulations, we find that high dispersion in group sizes helps with potential issues of weak identification. Copyright © 2012 John Wiley & Sons, Ltd.
Document Type: Article de recherche
Issue Date: 30 August 2012
Open Access Date: 3 April 2018
Document version: AM
This document was published in: Journal of applied econometrics, vol.29 (1), 91-109 (2014)
Alternative version: 10.1002/jae.2299
Collection:Articles publiés dans des revues avec comité de lecture

Files in this item:
Description SizeFormat 
Draft15_06_12.pdf366.14 kBAdobe PDFThumbnail
All documents in CorpusUL are protected by Copyright Act of Canada.