Helping struggling students and benefiting all: Peer effects in primary education

Arbeitspapier

We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.

Angaben zum Objekt

• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Series: IFS Working Paper ; No. W22/02

Klassifikation und Themen

• Klassifikation: Wirtschaft ; Externalities ; Analysis of Education ; Education and Economic Development ; Labor Economics: General
• Thema: peer effects ; remedying education

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Berlinski, Samuel G. ; Busso, Matias ; Giannola, Michele
• Ereignis: Veröffentlichung
• (wer): Institute for Fiscal Studies (IFS)
• (wo): London
• (wann): 2022

Weitere Informationen

• DOI: doi:10.1920/wp.ifs.2022.222
• Handle: http://hdl.handle.net/10419/254252
• Letzte Aktualisierung: 10.03.2025, 11:43 MEZ