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Angela Dills

Economic Inquiry, 2018, vol. 56, issue 1, 304-316

Abstract: This paper tests how the race and ethnicity of one's college classmates affect academic performance. Incoming students at a Catholic college are assigned to their first semester, team‐taught, required course. Statistical tests support that this assignment is uncorrelated with a variety of student characteristics. Controlling for team fixed effects and student characteristics, I find evidence of racial peer effects that differ for white students and students of color. White students earn higher grades in classes with more students of color. Students of color with more nonwhite classmates earn lower grades; these effects occur exclusively among those with lower SAT scores. (JEL I21, I28)

Date: 2018
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Handle: RePEc:bla:ecinqu:v:56:y:2018:i:1:p:304-316