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Social Interactions and Student Achievement in a Developing Country : An Instrumental Variables Approach

This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on...

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Bibliographic Details
Main Authors: Asadullah, Mohammad Niaz, Chaudhury, Nazmul
Language:English
Published: Washington, DC: World Bank 2012
Subjects:
ACHIEVEMENT OF CHILDREN
BUSINESS SCHOOL
COGNITIVE ACHIEVEMENT
ECONOMICS OF EDUCATION
EDUCATION SECTOR
ENROLLMENT
GRADUATION RATE
HIGH SCHOOL
HUMAN DEVELOPMENT
INTERVENTIONS
LEARNING
LEARNING OUTCOMES
LITERATURE
MATHEMATICS
MEDICAL SCHOOL
PAPERS
PARENTAL EDUCATION
PEER GROUP
PRIMARY SCHOOLS
READING
RESOURCE CENTRE
RURAL AREAS
SCHOOL ATTENDANCE
SCHOOL CATCHMENT AREAS
SCHOOL COMPLETION
SCHOOL ENROLMENT
SCHOOL HISTORY
SCHOOL LEVEL
SCHOOL PARTICIPATION
SCHOOL PERFORMANCE
SCHOOL QUALITY
SCHOOL SELECTION
SCHOOLING
SCHOOLS
SCIENCE STUDY
SECONDARY SCHOOL
SECONDARY SCHOOL QUALITY
STUDENT ACHIEVEMENT
TEST SCORES
Online Access:http://documents.worldbank.org/curated/en/2008/02/8991344/social-interactions-student-achievement-developing-country-instrumental-variables-approach
http://hdl.handle.net/10986/6374
Description
Summary:This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.

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