Cognitive and Non-Cognitive Peer Effects in Early Education

Matthew Neidell and Jane Waldfogel

No 14277, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We examine peer effects in early education by estimating value added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and social outcomes. Of the behavioral and social effects explored, we find that peer externalizing problems, which most likely capture classroom disturbance, hinder cognitive outcomes. Our estimates imply that ignoring spillover effects significantly understates the social returns to preschool.

JEL-codes: I21 I28 J13 (search for similar items in EconPapers)
Date: 2008-08
New Economics Papers: this item is included in nep-edu, nep-hrm, nep-lab, nep-soc and nep-ure
Note: CH ED EH PE
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Citations: View citations in EconPapers (4)

Published as Neidell, Matthew and Jane Waldfogel. “Cognitive and Non-Cognitive Peer Effects in Early Education,” Review of Economics and Statistics, 92(3), 2010.

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