Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom

• 成果类型: Article
• 署名作者: Lavy, Victor; Paserman, M. Daniele; Schlosser, Analia
• 署名单位: National Bureau of Economic Research; Center for Economic & Policy Research (CEPR); Boston University; University of Warwick; Centre for Economic Policy Research - UK; Tel Aviv University
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1111/j.1468-0297.2011.02463.x
• 发表日期: 2012
• 页码: 208-237
• 关键词: kindergarten entrance; School entry; AGE; outcomes; variables; CHILDREN; impacts

摘要

We estimate the extent of ability peer effects and explore the mechanisms through which they operate. Using within-school variation in the proportion of low-ability students in Israeli schools, we find that the proportion of low-ability peers has a negative effect on the performance of regular students. An exploration of the underlying mechanisms show that, relative to regular students, low-ability students report higher levels of satisfaction with their teachers. However, a higher proportion of low-ability students has detrimental effects on teachers pedagogical practices and on the quality of inter-student and studentteacher relationships, and increases the level of violence and classroom disruptions.