How do ability peer effects operate? Evidence on one transmission channel

David Kiss

Education Economics, 2018, vol. 26, issue 3, 253-265

Abstract: Many (quasi-)experimental studies show that students tend to learn more in classes with better peers. However, the (presumably numerous) factors mediating the positive relationship between peer and own achievement have received less attention in the literature. I present evidence on one particular transmission channel: teachers tend to grade tougher in classes with better students, inducing parents to send their children to remedial tutorial lessons which have a positive effect on student outcomes. This study provides an example for negative peer ability externalities that are (over-)compensated by parental educational investments.

Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (5)

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2017.1418840 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:26:y:2018:i:3:p:253-265

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2017.1418840

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().