Self-, Peer-, and Teacher Perceptions under School Tracking

Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches and Miguel Urquiola

No 32892, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We examine student, teacher, and peer perceptions of effort, ability, performance, and self-confidence in Romania’s highly tracked schools. We find that: (1) students just above a cutoff—tracked into high-achieving classes—have less favorable self-perceptions than those just below (“big-fish-little-pond” effects); (2) students perceive peers in their classes more favorably (“in-group bias”); (3) this bias is stronger in lower-achieving classes; (4) students perceive themselves more positively than others perceive them (“illusory superiority”); (5) this bias is stronger among lower-achieving students (“Krueger-Dunning effects”). In short, being tracked into lower-achieving classes does not appear to negatively affect self-perceptions.

JEL-codes: I21 (search for similar items in EconPapers)
Date: 2024-08
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