Do social interactions in the classroom improve academic attainment? Student sorting into classes complicates policies that utilize peer effects to optimize educational outcomes

Telhaj, Shqiponje (2018) Do social interactions in the classroom improve academic attainment? Student sorting into classes complicates policies that utilize peer effects to optimize educational outcomes. IZA World of Labor. ISSN 2054-9571

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Abstract

Peer effects in education matter for student achievement and, hence, for their success later in life. However, economists still disagree about the magnitude and shape of these effects and there is little evidence about the channels through which they might work. The contrasting nature of some research highlights a clear need for further investigation into these key areas. Nonetheless, interventions that manipulate student group composition in ways that improve the educational outcomes of low-achieving students may offer policy options that can simultaneously enhance welfare and reduce inequality.

Item Type: Article
Schools and Departments: School of Business, Management and Economics > Economics
Subjects: H Social Sciences > H Social Sciences (General)
Related URLs:
Depositing User: Shqiponje Telhaj
Date Deposited: 12 Jul 2018 13:13
Last Modified: 02 Jul 2019 14:31
URI: http://sro.sussex.ac.uk/id/eprint/72965

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