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Peer turnover and student achievement: Implications for classroom assignment policy
ARTICLE

Economics of Education Review Volume 46, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper examines the effect of peer turnover on academic achievement using random variation in classroom composition induced by Tennessee's Student Teacher Achievement Ratio (STAR) experiment. In central city school districts, I find that first graders benefit from greater peer turnover. Conversely, turnover is found to have a negative effect on young students in schools outside of central city districts. These results are consistent with a model of classroom learning in which the educational returns to having a stronger social network depend on neighborhood context. They suggest that a richer understanding of peer continuity effects is essential for designing optimal classroom assignment policies.

Citation

Luppino, M. (2015). Peer turnover and student achievement: Implications for classroom assignment policy. Economics of Education Review, 46(1), 98-111. Elsevier Ltd. Retrieved December 5, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2015.03.002

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