全球智库信息集成服务系统(G2TT): Do Peers Affect Student Achievement in China's Secondary Schools?

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w12305
来源ID	Working Paper 12305
	Do Peers Affect Student Achievement in China's Secondary Schools?
	Weili Ding; Steven F. Lehrer
发表日期	2006-06-19
出版年	2006
语种	英语
摘要	Peer effects have figured prominently in debates on school vouchers, desegregation, ability tracking and anti-poverty programs. Compelling evidence of their existence remains scarce for plaguing endogeneity issues such as selection bias and the reflection problem. This paper firmly establishes a link between peer performance and student achievement, using a unique dataset from China. We find strong evidence that peer effects exist and operate in a positive and nonlinear manner; reducing the variation of peer performance increases achievement; and our semi-parametric estimates clarify the tradeoffs facing policymakers in exploiting positive peers effects to increase future achievement.
主题	Health, Education, and Welfare ; Education ; Other ; Culture ; Economic Systems
URL	https://www.nber.org/papers/w12305
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/569958
推荐引用方式 GB/T 7714	Weili Ding,Steven F. Lehrer. Do Peers Affect Student Achievement in China's Secondary Schools?. 2006.