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Cognitive and non-cognitive peer effects in early education

Author: Matthew Neidell; Jane Waldfogel; National Bureau of Economic Research.
Publisher: Cambridge, MA : National Bureau of Economic Research, ©2008.
Series: Working paper series (National Bureau of Economic Research), working paper no. 14277.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
We examine peer effects in early education by estimating value added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and  Read more...
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Genre/Form: Statistics
Additional Physical Format: Print version:
Neidell, Matthew, 1972-
Cognitive and non-cognitive peer effects in early education.
Cambridge, MA : National Bureau of Economic Research, ©2008
(OCoLC)269432483
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Matthew Neidell; Jane Waldfogel; National Bureau of Economic Research.
OCLC Number: 894572105
Notes: "August 2008."
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2011. MiAaHDL
Description: 1 online resource (41 pages .).
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Series Title: Working paper series (National Bureau of Economic Research), working paper no. 14277.
Responsibility: Matthew Neidell, Jane Waldfogel.

Abstract:

We examine peer effects in early education by estimating value added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and social outcomes. Of the behavioral and social effects explored, we find that peer externalizing problems, which most likely capture classroom disturbance, hinder cognitive outcomes. Our estimates imply that ignoring spillover effects significantly understates the social returns to preschool.

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