Good peers or good teachers? Evidence from a French University

Thibault Brodaty and Marc Gurgand

Post-Print from HAL

Abstract: Using a quasi-random allocation of students to classes in a French university, we are able to estimate peer effects and teacher effects, with a specific attention to non-linear peer effects. We find that teacher effects are strong, as found at other levels of the education system, but that peer effects have very limited impact. This implies that restricting student access to some universities is of no benefit to remaining students in terms of academic performance. In contrast, attention to teacher performance should be strong at the higher education level.

Keywords: Higher education; Peer effects; Teacher effects; Random assignement (search for similar items in EconPapers)
Date: 2016-10
References: Add references at CitEc
Citations: View citations in EconPapers (8)

Published in Economics of Education Review, 2016, 54, pp.62-78. ⟨10.1016/j.econedurev.2016.06.005⟩

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
Journal Article: Good peers or good teachers? Evidence from a French University (2016)
Working Paper: Good peers or good teachers? Evidence from a French University (2016)
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:hal:journl:halshs-01509768

DOI: 10.1016/j.econedurev.2016.06.005

Access Statistics for this paper

More papers in Post-Print from HAL
Bibliographic data for series maintained by CCSD ().