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Peer effects identified through social networks. Evidence from Uruguayan schools

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dc.description.abstract This paper provides evidence on peer effects in standardized tests by exploiting a unique data set on social networks in Uruguayan primary schools. The identification method enables one to disentangle endogenous from contextual effects via instrumental variables that emerge naturally from the network structure. Correlated effects are controlled for via classroom fixed effects. I find significant endogenous effects in reading and math: a one-standard deviation increase in peers' scores increases own scores by about 40 percent of a standard deviation. Simulation exercises show that, when schools are stratified by socioeconomic status, peer effects may amplify educational inequalities. en
dc.title Peer effects identified through social networks. Evidence from Uruguayan schools en
dc.contributor.author de Melo, Gioia
dc.date.accessioned 2014-10-31T21:46:58Z
dc.date.available 2014-10-31T21:46:58Z
dc.date.issued 2014-10-31
dc.identifier.uri http://hdl.handle.net/123456789/48635
lacea.language.supported en
dc.description Working Paper
dc.language.iso en
dc.subject Peer effects
dc.subject Networks
dc.subject Education
dc.subject Inequality
dc.type Article


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