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Classroom peer effects and academic achievement : Quasirandomization evidence from South Korea

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  • Classroom peer effects and academic achievement
  • Kang, Changhui
  • National University of Singapore


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Title Classroom peer effects and academic achievement
Similar Titles
Sub Title

Quasirandomization evidence from South Korea

Material Type Articles
Author(English)

Kang, Changhui

Publisher

[Singapore]:National University of Singapore

Date 2006
Journal Title; Vol./Issue Journal of Urban Economics, forthcoming:
Pages 50
Subject Country South Korea(Asia and Pacific)
Language English
File Type Link
Original Format pdf
Subject Social Development < General
Social Development < Education
Holding Chung-Ang University

Abstract

Endogenous formation of peer groups often plagues studies on peer effects. Exploiting quasi-random assignment of peers to individual students that takes place in middle schools of South Korea, we examine the existence and detailed structure of academic interactions among classroom peers. We find that mean achievement of one’s peers is positively correlated with a student’s performance (standardized mathematics test score). Employing IV methods, we show that such a relationship is causal: the improvement in peer quality enhances a student’s performance. Quantile regressions reveal that weak students interact more closely with other weak students than with strong students; hence their learning can be delayed by the presence of worst-performing peers. In contrast, strong students are found to interact more closely with other strong students; hence their learning can be improved by the presence of best-performing peers. We also examine the implications of these findings for two class formation methods: ability grouping and mixing.