Exploring peer effects in education in Latin America and the Caribbean |
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| Institution: | 1. Universidad de San Andrés, Buenos Aires, Argentina;2. Facultad de Ciencias Económicas y Estadística, Universidad Nacional de Rosario, Argentina;1. COPPEAD Graduate School of Business, Federal University of Rio de Janeiro, Rua Pascoal Lemme 355 Office 423, Rio de Janeiro 21941-918, RJ, Brazil;2. Brazilian School of Public and Business Administration, Fundação Getulio Vargas–FGV-EBAPE, Rua Jornalista Orlando Dantas, 30, sala 206, Botafogo, Rio de Janeiro 22231-010, RJ, Brazil;1. Pau Business School, France;2. CATT, University of Pau and Pays de l''Adour, France |
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| Abstract: | This paper assesses peer group influence on academic performance of primary school students in Latin America and the Caribbean. Based on TERCE data set, we investigate peer effects in mathematics, language and sciences tests outcomes among sixth grade students. We apply a social interaction model which allows to identify endogenous and exogenous peer effects while controlling for group-level fixed effects. We explore some heterogeneities related to the school type (private, public or rural). The estimates suggest the existence of endogenous peer effects but their magnitude and significance depend on subject and school type. |
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