Peer effects and scholastic achievement: spatial models estimates using the student friendship network at the classroom level

Autores/as

  • Isabel Pessoa de Arruda Raposo Fundação Joaquim Nabuco – Ministry of Education, Brazil.
  • Tatiane Almeida de Menezes Federal University of Pernambuco, Brazil.
  • Ricardo Carvalho de Andrade Lima Federal University of Pernambuco, Brazil.
  • Ricardo Zimmerle da Nóbrega Fundação Joaquim Nabuco – Ministry of Education, Brazil.

DOI:

https://doi.org/10.11606/1980-5330/ea134204

Palabras clave:

school performance, friendship networks, spatial models

Resumen

This paper evaluates the peer effects on individual academic performance. The identification strategy considers the architecture of friendship networks within classrooms, in addition to group and individual fixed effects. Estimates of spatial autoregressive models show that an increase of one standard deviation (sd) in peers’ math grade improves by 6% sds the student’s grade. Furthermore, when we also consider the indirect friendship bonds, the aggregate peer impact raises to 45% sds of the individual math grade.

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Biografía del autor/a

  • Isabel Pessoa de Arruda Raposo, Fundação Joaquim Nabuco – Ministry of Education, Brazil.

    Researcher at the Center for Studies on Social Statistics

  • Tatiane Almeida de Menezes, Federal University of Pernambuco, Brazil.

    Professor of economics at the Federal University of Pernambuco, Brazil.

  • Ricardo Carvalho de Andrade Lima, Federal University of Pernambuco, Brazil.

    PhD student at the Federal University of Pernambuco, Brazil.

  • Ricardo Zimmerle da Nóbrega, Fundação Joaquim Nabuco – Ministry of Education, Brazil.

    Researcher at the Fundação Joaquim Nabuco

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Publicado

2019-03-01

Número

Vol. 23 Núm. 1 (2019)

Sección

Artículos

Cómo citar

Raposo, I. P. de A., Almeida de Menezes, T., Carvalho de Andrade Lima, R., & Zimmerle da Nóbrega, R. (2019). Peer effects and scholastic achievement: spatial models estimates using the student friendship network at the classroom level. Economia Aplicada, 23(1), 5-24. https://doi.org/10.11606/1980-5330/ea134204