Abstract
We investigate the impacts of separating students in Israel from pre-existing social relationships during the transition from elementary to middle school on their academic progress. We define several types of friendships using students’ self-defined friendship nomination and rely for identification on the random assignment of students to classes within a given school. Our results suggest that the number of friends has positive or negative effects on students’ educational outcomes, depending on the type of and on friends’ socioeconomic background. These gains might be partly mediated through greater cooperation, reduction in violent behaviour and improvements in social satisfaction in class.
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