Classroom Peer Effects and Student Achievement
利用佛罗里达州公立学校3-10年级学生6年面板数据，控制学生和教师固定效应后，发现线性模型中同伴效应很小，但非线性模型显示显著影响，且课堂同伴比年级同伴影响更大。
We analyze the impact of classroom peers' ability (measured by their individual fixed effects) on student achievement for all Florida public school students in grades 3-10 over a 6-year period. We control for both student and teacher fixed effects, thereby alleviating biases due to endogenous assignment of both peers and teachers. Under linear-in-means specifications, estimated peer effects are small to nonexistent, but we find some sizable and significant peer effects within nonlinear models. We also find that classroom peers, as compared with the broader group of grade-level peers at the same school, exert a greater influence on individual achievement gains.