Peer Effects in Disadvantaged Primary Schools
基于随机实验数据，发现弱势社区小学中班级平均同伴成绩对学生自身数学和阅读成绩有负面影响，并探讨了与现有文献结果差异的可能原因。
Abstract Using data from a well-executed randomized experiment, we find that the average classroom peer achievement adversely influences own student achievement in math and reading in primary schools in disadvantaged neighborhoods. In addition, using a unique feature of our data, we provide tentative evidence that our focus on students in primary schools in disadvantaged neighborhoods may potentially be the driving force behind the divergence in our results and the results in the existing literature. Finally, we show that these different peer dynamics in disadvantaged neighborhoods can potentially be explained by the frame of reference and the invidious comparison models.