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Title: Evidence of peer effects in English schools
Author: Proud, Steven
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2009
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The purpose of this thesis is to consider how a child's peer groups affect their educational outcomes up to the age of 16. In the first empirical chapter, I estimate the effect of the gender mix on pupils' outcomes in national tests at ages 7, 11, 14 and 16 using exogenous changes within school in the proportion of the peer group that is female. The results suggest that boys perform significantly worse in English when the proportion of girls is increased, whilst boys and girls perform better in primary schools in mathematics and science with an increase in the proportion of girls. The second and third empirical chapters offer estimates of the effect of a more able peer group on outcomes at ages 16 and 11 respectively using different methodologies. The former considers schools that have a credibly random allocation of pupils into classrooms within tiers for GCSE entry and uses an IV strategy to validate the results gained for the credibly random distribution. The latter uses the proportion of pupils who are old and young within the cohort as instruments for pupils' prior outcomes. Both these chapters suggest that the effect of a more able peer group is both positive and non-trivial.
Supervisor: Burgess, Simon Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available