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  1. Peer competition: evidence from 5- to 95-year-olds
    Autor*in: Sousa, José de; Schmutz, Benoît
    Erschienen: [2022]
    Verlag:  Center for Research in Economics and Statistics, Palaiseau, France

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 647
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper series / Center for Research in Economics and Statistics ; 2022, no. 4 (February 2022)
    Schlagworte: Peer effects; Competition; Participation
    Umfang: 1 Online-Ressource (circa 65 Seiten), Illustrationen
  2. Good or bad? Short- versus long-term effects of multigrading on child achievement
    Autor*in: Barbetta, Gian Paolo; Chuard, Patrick; Sorrenti, Giuseppe; Turati, Gilberto
    Erschienen: [2022]
    Verlag:  Tinbergen Institute, Amsterdam, The Netherlands

    This paper studies the effect of multigrading-mixing children of different ages in the same classroom-on students' short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an... mehr

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    This paper studies the effect of multigrading-mixing children of different ages in the same classroom-on students' short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an instrumental variable identification strategy based on a law that disciplines class composition. By relying on longitudinal data that follow a cohort of Italian students over their compulsory school career, we show that multigrading has a positive short-term effect on achievements. This effect fades away over time to become negative in the long run if students spend several years in a multigrade class. The analysis of mechanisms points to the fundamental role of teachers and suggests that no negative long-term effect arises when multigrade classes are taught by more experienced and motivated teachers. These results reconcile contrasting findings in the literature based on cross-sectional data and a short-term focus.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/263945
    Schriftenreihe: Array ; TI 2022, 025
    Schlagworte: Multigrade; Child development; Education; Class size; Peer effects
    Umfang: 1 Online-Ressource (circa 46 Seiten)
  3. Effects of team diversity on performance, perceptions, and predictions
    experimental evidence of gender composition and language
    Autor*in: Contreras, Valentina; Orsini, Chiara; Ozcan, Berkay; Koehler, Johann A.
    Erschienen: November 2022
    Verlag:  Department of Social Policy, London School of Economics and Political Science, London

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper series / LSE, Department of Social Policy ; 22, 06
    Schlagworte: Peer effects; Higher education; Gender; Linguistic diversity
    Umfang: 1 Online-Ressource (circa Seiten)
  4. Helping struggling students and benefiting all
    peer effects in primary education
    Autor*in: Berlinski, Samuel G.; Busso, Matias; Giannola, Michele
    Erschienen: May 2022
    Verlag:  Inter-American Development Bank, Department of Research and Chief Economist, [Washington, DC]

    We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the... mehr

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    We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/290049
    Schriftenreihe: IDB working paper series ; no IDB-WP-1338
    Schlagworte: Peer effects; Remedying education
    Umfang: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  5. Good schools or good students?
    evidence on school effects from universal random assignment of students to high schools
    Autor*in: Bastos, Paulo; Cristia, Julian; Kim, Beomsoo; Malamud, Ofer
    Erschienen: July 2022
    Verlag:  Inter-American Development Bank, Department of Research and Chief Economist, [Washington, DC]

    How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting... mehr

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    DS 144
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    How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/290036
    Schriftenreihe: IDB working paper series ; no IDB-WP-1360
    Schlagworte: School effects; Universal random assignment; Peer effects; School inputs
    Umfang: 1 Online-Ressource (circa 45 Seiten), Illustrationen