Using Compulsory Mobility to Identify School Quality and Peer Effects
利用英国部分学生必须在2-3年级间强制转学的制度，识别学校质量和同伴效应，发现非强制转学会使学校质量估计偏低达20%标准差。
Abstract Education production functions that feature school and student fixed effects are identified using students' school mobility. However, student mobility is driven by factors like parents' labour market shocks and divorce. Movers experience large achievement drops, are more often minority and free meal students, and sort endogenously into peer groups and school types. We exploit an English institutional feature whereby some students must change schools between grades 2 and 3. We find no evidence of endogenous sorting of such compulsory movers across peer groups or school types. Non‐compulsory movers bias school quality estimates downward by as much as 20% of a SD.