ERIC Number: ED502506
Record Type: Non-Journal
Publication Date: 2008-Aug
Abstractor: As Provided
Reference Count: 0
Cognitive and Non-Cognitive Peer Effects in Early Education. NBER Working Paper No. 14277
Neidell, Matthew; Waldfogel, Jane
National Bureau of Economic Research
We examine peer effects in early education by estimating value added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and social outcomes. Of the behavioral and social effects explored, we find that peer externalizing problems, which most likely capture classroom disturbance, hinder cognitive outcomes. Our estimates imply that ignoring spillover effects significantly understates the social returns to preschool.
Descriptors: Teacher Characteristics, Peer Groups, Peer Influence, Preschool Education, Early Childhood Education
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: National Bureau of Economic Research, Cambridge, MA.