Abstract
This paper examines the eect of peers on academic achievement for the ninth grade in German schools. Using the 2003 extended PISA survey, I disentangle the eect of classmates’ scores from classmates’ characteristics on individual scores for mathematics, reading, science and problem solving. The mixed regressive spatial autoregressive type model considers correlated eects in the form of grade fixed eects and identifies all social interaction parameters stemming from grade and classroom size variation. The empirical findings uncover the presence of positive contemporaneous eects of peer achievement for all four subjects, which lingers even after excluding schools that report nonrandom assignment of students into classrooms. Using the social-multiplier matrix to calculate marginal eects from changes in each of the explanatory variables, I find that peers’ age and socio-economic status have a significant impact on own scores. Interestingly, I cannot establish the presence of gender or immigration-background peer eects.
Published Version
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