Peer effects identified through social networks : Evidence from uruguayan schools
Resumen:
This paper provides evidence on peer effects in standardized tests by exploiting a unique data set on social networks in Uruguayan primary schools. The identification method enables one to disentangle endogenous from contextual effects via instrumental variables that emerge naturally from the network structure. Correlated effects are controlled for via classroom fixed effects. I find significant endogenous effects in reading and math: a one--standard deviation increase in peers' scores increases own scores by about 40 percent of a standard deviation. Simulation exercises show that, when schools are stratified by socioeconomic status, peer effects may amplify educational inequalities.
| 2012 | |
|
EDUCACION DESIGUALDAD SOCIAL ECONOMIA DE LA EDUCACION |
|
| Inglés | |
| Universidad de la República | |
| COLIBRI | |
| http://hdl.handle.net/20.500.12008/4216 | |
| Acceso abierto | |
| Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC - By-NC-ND) |
| _version_ | 1807523133784064000 |
|---|---|
| author | Melo, Gioia de |
| author_facet | Melo, Gioia de |
| author_role | author |
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| collection | COLIBRI |
| dc.coverage.spatial.es.fl_str_mv | URUGUAY |
| dc.creator.none.fl_str_mv | Melo, Gioia de |
| dc.date.accessioned.none.fl_str_mv | 2015-03-02T17:43:29Z |
| dc.date.available.none.fl_str_mv | 2015-03-02T17:43:29Z |
| dc.date.issued.es.fl_str_mv | 2012 |
| dc.date.submitted.es.fl_str_mv | 20150225 |
| dc.description.abstract.none.fl_txt_mv | This paper provides evidence on peer effects in standardized tests by exploiting a unique data set on social networks in Uruguayan primary schools. The identification method enables one to disentangle endogenous from contextual effects via instrumental variables that emerge naturally from the network structure. Correlated effects are controlled for via classroom fixed effects. I find significant endogenous effects in reading and math: a one--standard deviation increase in peers' scores increases own scores by about 40 percent of a standard deviation. Simulation exercises show that, when schools are stratified by socioeconomic status, peer effects may amplify educational inequalities. |
| dc.identifier.citation.es.fl_str_mv | MELO, G. "Peer effects identified through social networks : Evidence from uruguayan schools". Serie Documentos de Trabajo / FCEA-IE; DT15/12. UR.FCEA-IE, 2012. |
| dc.identifier.issn.es.fl_str_mv | 1510-9305 1688-5090 |
| dc.identifier.uri.none.fl_str_mv | http://hdl.handle.net/20.500.12008/4216 |
| dc.language.iso.none.fl_str_mv | eng |
| dc.publisher.es.fl_str_mv | UR.FCEA-IE |
| dc.relation.ispartof.es.fl_str_mv | Serie Documentos de Trabajo / FCEA-IE; DT15/12 |
| dc.rights.license.none.fl_str_mv | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC - By-NC-ND) |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:COLIBRI instname:Universidad de la República instacron:Universidad de la República |
| dc.subject.es.fl_str_mv | EDUCACION DESIGUALDAD SOCIAL ECONOMIA DE LA EDUCACION |
| dc.title.none.fl_str_mv | Peer effects identified through social networks : Evidence from uruguayan schools |
| dc.type.es.fl_str_mv | Documento de trabajo |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/workingPaper |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This paper provides evidence on peer effects in standardized tests by exploiting a unique data set on social networks in Uruguayan primary schools. The identification method enables one to disentangle endogenous from contextual effects via instrumental variables that emerge naturally from the network structure. Correlated effects are controlled for via classroom fixed effects. I find significant endogenous effects in reading and math: a one--standard deviation increase in peers' scores increases own scores by about 40 percent of a standard deviation. Simulation exercises show that, when schools are stratified by socioeconomic status, peer effects may amplify educational inequalities. |
| eu_rights_str_mv | openAccess |
| format | workingPaper |
| id | COLIBRI_3acdd6453c739f798b08eb83339dab89 |
| identifier_str_mv | MELO, G. "Peer effects identified through social networks : Evidence from uruguayan schools". Serie Documentos de Trabajo / FCEA-IE; DT15/12. UR.FCEA-IE, 2012. 1510-9305 1688-5090 |
| instacron_str | Universidad de la República |
| institution | Universidad de la República |
| instname_str | Universidad de la República |
| language | eng |
| network_acronym_str | COLIBRI |
| network_name_str | COLIBRI |
| oai_identifier_str | oai:colibri.udelar.edu.uy:20.500.12008/4216 |
| publishDate | 2012 |
| reponame_str | COLIBRI |
| repository.mail.fl_str_mv | mabel.seroubian@seciu.edu.uy |
| repository.name.fl_str_mv | COLIBRI - Universidad de la República |
| repository_id_str | 4771 |
| rights_invalid_str_mv | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC - By-NC-ND) |
| spelling | URUGUAY2015-03-02T17:43:29Z2015-03-02T17:43:29Z201220150225MELO, G. "Peer effects identified through social networks : Evidence from uruguayan schools". Serie Documentos de Trabajo / FCEA-IE; DT15/12. UR.FCEA-IE, 2012.1510-93051688-5090http://hdl.handle.net/20.500.12008/4216This paper provides evidence on peer effects in standardized tests by exploiting a unique data set on social networks in Uruguayan primary schools. The identification method enables one to disentangle endogenous from contextual effects via instrumental variables that emerge naturally from the network structure. Correlated effects are controlled for via classroom fixed effects. I find significant endogenous effects in reading and math: a one--standard deviation increase in peers' scores increases own scores by about 40 percent of a standard deviation. Simulation exercises show that, when schools are stratified by socioeconomic status, peer effects may amplify educational inequalities.Made available in DSpace on 2015-03-02T17:43:29Z (GMT). No. of bitstreams: 5 license.txt: 4244 bytes, checksum: 528b6a3c8c7d0c6e28129d576e989607 (MD5) license_text: 21936 bytes, checksum: 9833653f73f7853880c94a6fead477b1 (MD5) license_url: 49 bytes, checksum: 4afdbb8c545fd630ea7db775da747b2f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) dt-15-12.pdf: 481059 bytes, checksum: 33bb50d14ee392942681b4573f5605dd (MD5) Previous issue date: 2012engUR.FCEA-IESerie Documentos de Trabajo / FCEA-IE; DT15/12Las obras depositadas en el Repositorio se rigen por la Ordenanza de los Derechos de la Propiedad Intelectual de la Universidad De La República. (Res. Nº 91 de C.D.C. de 8/III/1994 – D.O. 7/IV/1994) y por la Ordenanza del Repositorio Abierto de la Universidad de la República (Res. Nº 16 de C.D.C. de 07/10/2014)info:eu-repo/semantics/openAccessLicencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC - By-NC-ND)EDUCACIONDESIGUALDAD SOCIALECONOMIA DE LA EDUCACIONPeer effects identified through social networks : Evidence from uruguayan schoolsDocumento de trabajoinfo:eu-repo/semantics/workingPaperinfo:eu-repo/semantics/publishedVersionreponame:COLIBRIinstname:Universidad de la Repúblicainstacron:Universidad de la RepúblicaMelo, Gioia 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- Universidad de la Repúblicafalse |
| spellingShingle | Peer effects identified through social networks : Evidence from uruguayan schools Melo, Gioia de EDUCACION DESIGUALDAD SOCIAL ECONOMIA DE LA EDUCACION |
| status_str | publishedVersion |
| title | Peer effects identified through social networks : Evidence from uruguayan schools |
| title_full | Peer effects identified through social networks : Evidence from uruguayan schools |
| title_fullStr | Peer effects identified through social networks : Evidence from uruguayan schools |
| title_full_unstemmed | Peer effects identified through social networks : Evidence from uruguayan schools |
| title_short | Peer effects identified through social networks : Evidence from uruguayan schools |
| title_sort | Peer effects identified through social networks : Evidence from uruguayan schools |
| topic | EDUCACION DESIGUALDAD SOCIAL ECONOMIA DE LA EDUCACION |
| url | http://hdl.handle.net/20.500.12008/4216 |
