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  4. Measuring peer effects in the Brazilian school system
Please use this identifier to cite or link to this item: https://repositorio.insper.edu.br/handle/11224/4168
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dc.rights.licenseO INSPER E ESTE REPOSITÓRIO NÃO DETÊM OS DIREITOS DE USO E REPRODUÇÃO DOS CONTEÚDOS AQUI REGISTRADOS. É RESPONSABILIDADE DOS USUÁRIOS INDIVIDUAIS VERIFICAR OS USOS PERMITIDOS NA FONTE ORIGINAL, RESPEITANDO-SE OS DIREITOS DE AUTOR OU EDITORpt_BR
dc.date.accessioned2022-10-07T18:31:13Z-
dc.date.available2022-10-07T18:31:13Z-
dc.date.issued2015-
dc.identifier.issn1466-4283pt_BR
dc.identifier.urihttps://repositorio.insper.edu.br/handle/11224/4168-
dc.format.extentp. 3414–3438pt_BR
dc.format.mediumDigitalpt_BR
dc.language.isoInglêspt_BR
dc.publisherTaylor & Francispt_BR
dc.relation.ispartofApplied Economicspt_BR
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/00036846.2015.1016207pt_BR
dc.titleMeasuring peer effects in the Brazilian school systempt_BR
dc.typeArtigo Científicopt_BR
dc.description.otherUsing the identification strategy proposed by Graham and Hahn (2005), we estimate the magnitude of classmate effects on math scores using Brazilian data from 2005. In addition, we provide a detailed discussion about the identification of endogenous peer effects in the linear in means models. Our results show that both peer characteristics (exogenous peer effects) – like race, socioeconomic status and gender – and peer actions (endogenous peer effects) are important determinants of students’ outcomes in the fifth grade of elementary school. Our estimates of endogenous peer effects are about 0.008 of 1 SD of math test scores, which can be interpreted as evidence of a so-called ‘conformist’ individual behaviour, under which students face large costs to exert effort levels that are distant from what is believed to be the norm in the classroom. Those estimates of endogenous peer effects imply a social multiplier of about 1.67.pt_BR
dc.subject.cnpqCiências Exatas e da Terrapt_BR
dc.subject.cnpqCiências Sociais Aplicadaspt_BR
dc.subject.keywordseducationpt_BR
dc.subject.keywordsBrazilian school systempt_BR
dc.subject.keywordspeer effectspt_BR
dc.subject.keywordssocial multiplierpt_BR
dc.subject.keywordssocial interactionspt_BR
dc.identifier.doihttps://doi.org/10.1080/00036846.2015.1016207pt_BR
dc.identifier.issue32pt_BR
dc.identifier.volume47pt_BR
dc.description.notesTexto Completopt_BR
dc.contributor.autorFirpo, Sergio Pinheiro-
dc.contributor.autorJales, Hugo-
dc.contributor.autorPinto, Cristine Campos de Xavier-
dc.coverage.paisNão Informadopt_BR
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