Head teachers,peer effects,and student achievement |
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| Affiliation: | 1. College of Economics and Management, Hangzhou Normal University, Hangzhou 310036, China;2. College of Cultural and Creative, Hangzhou Normal University, Hangzhou 310036, China;1. Institute of Agricultural Economics, University of Kiel, Wilhelm-Seelig-Platz 6/7, 24118 Kiel, Germany;2. Leibniz Institute of Agricultural Development in Transition Economies, Theodor-Lieser-Str. 2, 06120 Halle (Saale), Germany;1. Center for Chinese Agricultural Policy, Institute of Geographic Sciences and Natural Resources Research, Chinese Academy of Sciences, Beijing, China;2. University of Chinese Academy of Sciences, Beijing, China;3. School of Advanced Agricultural Sciences, Peking University, Beijing, China;4. Rural Education Action Program, Freeman Spogli Institute for International Studies, Stanford University, California, USA;1. Center for Chinese Public Administration Research, School of Government, Sun Yat-sen University, China;2. College of Business, Government and Law, Flinders University, Australia;1. Department of Applied Mathematics and Statistics, Stony Brook University, New York 11794-3600, United States;2. School of Economics, Central University of Finance and Economics, Haidian District, Beijing 100081, China;3. Research Institute of Social Development, Southwestern University of Finance and Economics, Wenjiang District, Sichuan 611130, China |
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| Abstract: | Teachers can influence student achievement, not only directly, but also indirectly via peer effects. Based on a unique data set from a Chinese middle school (grades 7–9), this paper uses a student fixed-effects model to estimate peer effects for four core subjects (Chinese, Math, English, and Science) at the level of the class cohorts studying each subject. We find negative peer effects that are significant from both an economic and a statistical perspective. However, in the subjects taught by head teachers, who have more tools to manage students than do regular teachers, such negative peer effects disappear. Further investigation suggests that head teachers generate positive peer effects that override the negative ones. |
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