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Research ArticleArticles

Peer Effects in Disadvantaged Primary Schools

Evidence from a Randomized Experiment

Heather Antecol, Ozkan Eren and Serkan Ozbeklik
Journal of Human Resources, January 2016, 51 (1) 95-132; DOI: https://doi.org/10.3368/jhr.51.1.95
Heather Antecol
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Ozkan Eren
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Serkan Ozbeklik
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Abstract

Using data from a well-executed randomized experiment, we find that the average classroom peer achievement adversely influences own student achievement in math and reading in primary schools in disadvantaged neighborhoods. In addition, using a unique feature of our data, we provide tentative evidence that our focus on students in primary schools in disadvantaged neighborhoods may potentially be the driving force behind the divergence in our results and the results in the existing literature. Finally, we show that these different peer dynamics in disadvantaged neighborhoods can potentially be explained by the frame of reference and the invidious comparison models.

  • Received April 2014.
  • Accepted September 2014.
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Journal of Human Resources: 51 (1)
Journal of Human Resources
Vol. 51, Issue 1
1 Jan 2016
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Peer Effects in Disadvantaged Primary Schools
Heather Antecol, Ozkan Eren, Serkan Ozbeklik
Journal of Human Resources Jan 2016, 51 (1) 95-132; DOI: 10.3368/jhr.51.1.95

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Peer Effects in Disadvantaged Primary Schools
Heather Antecol, Ozkan Eren, Serkan Ozbeklik
Journal of Human Resources Jan 2016, 51 (1) 95-132; DOI: 10.3368/jhr.51.1.95
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  • Article
    • Abstract
    • I. Introduction
    • II. Data and Tests for Random Assignment
    • III. Empirical Methodology and Results
    • IV. Conclusion
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