ERIC Number: EJ816574
Record Type: Journal
Publication Date: 2008-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
EISSN: N/A
Peer Effects and the Indigenous/Non-Indigenous Early Test-Score Gap in Peru
Sakellariou, Chris
Education Economics, v16 n4 p371-390 Dec 2008
This paper assesses the magnitude of the non-indigenous/indigenous test-score gap for third-year and fourth-year primary school pupils in Peru, in relation to the main family, school and peer inputs contributing to the test-score gap using the estimation method of feasible generalized least squares. The article then decomposes the gap into its constituent components using the traditional Oaxaca-Blinder decomposition method, as well as a modified decomposition method based on the estimation of a cognitive achievement production function. The decomposition results from both decomposition methods suggest that almost all of the test-score gap is explained by various peer, student, family and school characteristics. The peer characteristics used in the regression are the main contributors to the gross test-score gap, comprising between 58% and 71% of the language test gap and 45-62% of the mathematics test-score gap, depending on the decomposition method used. (Contains 4 figures, 5 tables, and 11 notes.)
Descriptors: Academic Achievement, Mathematics Tests, Least Squares Statistics, Foreign Countries, Scores, Achievement Gap, Elementary School Students, Grade 3, Grade 4, Peer Influence, Family Influence, Educational Environment, Environmental Influences, Computation, Language Tests, Indigenous Populations
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Peru
Grant or Contract Numbers: N/A