Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment

This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school grad...

Full description

Bibliographic Details
Main Author:	Garlick, Robert
Format:	Policy Research Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2014
Subjects:	ACADEMIC OUTCOMES ACADEMIC PERFORMANCE ACADEMIC YEAR ADJUSTMENT ASSISTANT PROFESSOR ATTENTION AVERAGE SCORE AVERAGE TEST SCORES AVERAGE TREATMENT EFFECT BLACK STUDENTS BOARDING BOARDING SCHOOLS BUSINESS SCHOOL CLASS SIZE CLASSROOM CLASSROOMS COLLEGE ADMISSIONS COMPETENCE COMPREHENSIVE EVALUATION CONDITIONING DATA ON STUDENTS DEMONSTRATION DISSERTATION ECONOMICS OF EDUCATION EDUCATION OUTCOMES EDUCATION SYSTEMS EDUCATIONAL ATTAINMENT ENROLLMENT ENTRANCE EXAMINATION EXAM FACULTIES FINAL EXAM FINAL EXAMS FIRST GRADE FUTURE RESEARCH GENDER GRADING GRADUATE STUDIES GRADUATION RATES HEALTH SCIENCES HIGH SCHOOL HIGH SCHOOL STUDENTS HIGH SCHOOLS HIGHER EDUCATION HOME LANGUAGE HOMEWORK HUMAN CAPITAL HUMAN CAPITAL INVESTMENT HUMAN DEVELOPMENT INCOMING STUDENTS INFERENCE INFORMATION SYSTEMS INSTRUCTION INSTRUCTORS INTERNATIONAL STUDENTS INTERVENTIONS LEARNING LITERATURE LOW-INCOME STUDENTS MATHEMATICS MOTIVATION OPEN ACCESS PAPERS PEER GROUP PEER GROUPS PERFORMANCE OF STUDENTS PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIVATE SCHOOLS PROFICIENCY RESEARCH UNIVERSITY SCHOOL LOCATION SCHOOL MANAGEMENT SCHOOLS SCIENCE CLASSES SHOW HOW SOCIAL GROUPS SOCIAL SCIENCES STREAMING STUDENT ACHIEVEMENT STUDENT BODY STUDENT CHARACTERISTICS STUDENT DATA STUDENT HOUSING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT SELECTION STUDENT WELFARE STUDY SKILLS SUBJECTS TEACHER TEACHER BEHAVIOR TEACHERS TEST SCORES TUITION TYPES OF STUDENTS UNIVERSITIES UNIVERSITY ADMINISTRATORS UNIVERSITY DEPARTMENT UNIVERSITY STUDENTS VOUCHERS
Online Access:	http://documents.worldbank.org/curated/en/2014/02/19135855/academic-peer-effects-different-group-assignment-policies-residential-tracking-versus-random-sssignment http://hdl.handle.net/10986/17331

id	okr-10986-17331
recordtype	oai_dc
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	ACADEMIC OUTCOMES ACADEMIC PERFORMANCE ACADEMIC YEAR ADJUSTMENT ASSISTANT PROFESSOR ATTENTION AVERAGE SCORE AVERAGE TEST SCORES AVERAGE TREATMENT EFFECT BLACK STUDENTS BOARDING BOARDING SCHOOLS BUSINESS SCHOOL CLASS SIZE CLASSROOM CLASSROOMS COLLEGE ADMISSIONS COMPETENCE COMPREHENSIVE EVALUATION CONDITIONING DATA ON STUDENTS DEMONSTRATION DISSERTATION ECONOMICS OF EDUCATION EDUCATION OUTCOMES EDUCATION SYSTEMS EDUCATIONAL ATTAINMENT ENROLLMENT ENTRANCE EXAMINATION EXAM FACULTIES FINAL EXAM FINAL EXAMS FIRST GRADE FUTURE RESEARCH GENDER GRADING GRADUATE STUDIES GRADUATION RATES HEALTH SCIENCES HIGH SCHOOL HIGH SCHOOL STUDENTS HIGH SCHOOLS HIGHER EDUCATION HOME LANGUAGE HOMEWORK HUMAN CAPITAL HUMAN CAPITAL INVESTMENT HUMAN DEVELOPMENT INCOMING STUDENTS INFERENCE INFORMATION SYSTEMS INSTRUCTION INSTRUCTORS INTERNATIONAL STUDENTS INTERVENTIONS LEARNING LITERATURE LOW-INCOME STUDENTS MATHEMATICS MOTIVATION OPEN ACCESS PAPERS PEER GROUP PEER GROUPS PERFORMANCE OF STUDENTS PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIVATE SCHOOLS PROFICIENCY RESEARCH UNIVERSITY SCHOOL LOCATION SCHOOL MANAGEMENT SCHOOLS SCIENCE CLASSES SHOW HOW SOCIAL GROUPS SOCIAL SCIENCES STREAMING STUDENT ACHIEVEMENT STUDENT BODY STUDENT CHARACTERISTICS STUDENT DATA STUDENT HOUSING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT SELECTION STUDENT WELFARE STUDY SKILLS SUBJECTS TEACHER TEACHER BEHAVIOR TEACHERS TEST SCORES TUITION TYPES OF STUDENTS UNIVERSITIES UNIVERSITY ADMINISTRATORS UNIVERSITY DEPARTMENT UNIVERSITY STUDENTS VOUCHERS
spellingShingle	ACADEMIC OUTCOMES ACADEMIC PERFORMANCE ACADEMIC YEAR ADJUSTMENT ASSISTANT PROFESSOR ATTENTION AVERAGE SCORE AVERAGE TEST SCORES AVERAGE TREATMENT EFFECT BLACK STUDENTS BOARDING BOARDING SCHOOLS BUSINESS SCHOOL CLASS SIZE CLASSROOM CLASSROOMS COLLEGE ADMISSIONS COMPETENCE COMPREHENSIVE EVALUATION CONDITIONING DATA ON STUDENTS DEMONSTRATION DISSERTATION ECONOMICS OF EDUCATION EDUCATION OUTCOMES EDUCATION SYSTEMS EDUCATIONAL ATTAINMENT ENROLLMENT ENTRANCE EXAMINATION EXAM FACULTIES FINAL EXAM FINAL EXAMS FIRST GRADE FUTURE RESEARCH GENDER GRADING GRADUATE STUDIES GRADUATION RATES HEALTH SCIENCES HIGH SCHOOL HIGH SCHOOL STUDENTS HIGH SCHOOLS HIGHER EDUCATION HOME LANGUAGE HOMEWORK HUMAN CAPITAL HUMAN CAPITAL INVESTMENT HUMAN DEVELOPMENT INCOMING STUDENTS INFERENCE INFORMATION SYSTEMS INSTRUCTION INSTRUCTORS INTERNATIONAL STUDENTS INTERVENTIONS LEARNING LITERATURE LOW-INCOME STUDENTS MATHEMATICS MOTIVATION OPEN ACCESS PAPERS PEER GROUP PEER GROUPS PERFORMANCE OF STUDENTS PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIVATE SCHOOLS PROFICIENCY RESEARCH UNIVERSITY SCHOOL LOCATION SCHOOL MANAGEMENT SCHOOLS SCIENCE CLASSES SHOW HOW SOCIAL GROUPS SOCIAL SCIENCES STREAMING STUDENT ACHIEVEMENT STUDENT BODY STUDENT CHARACTERISTICS STUDENT DATA STUDENT HOUSING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT SELECTION STUDENT WELFARE STUDY SKILLS SUBJECTS TEACHER TEACHER BEHAVIOR TEACHERS TEST SCORES TUITION TYPES OF STUDENTS UNIVERSITIES UNIVERSITY ADMINISTRATORS UNIVERSITY DEPARTMENT UNIVERSITY STUDENTS VOUCHERS Garlick, Robert Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
relation	Policy Research Working Paper;No. 6787
description	This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy.
format	Publications & Research :: Policy Research Working Paper
author	Garlick, Robert
author_facet	Garlick, Robert
author_sort	Garlick, Robert
title	Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
title_short	Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
title_full	Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
title_fullStr	Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
title_full_unstemmed	Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment
title_sort	academic peer effects with different group assignment policies : residential tracking versus random assignment
publisher	World Bank, Washington, DC
publishDate	2014
url	http://documents.worldbank.org/curated/en/2014/02/19135855/academic-peer-effects-different-group-assignment-policies-residential-tracking-versus-random-sssignment http://hdl.handle.net/10986/17331
_version_	1764436885794455552
spelling	okr-10986-173312021-04-23T14:03:37Z Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment Garlick, Robert ACADEMIC OUTCOMES ACADEMIC PERFORMANCE ACADEMIC YEAR ADJUSTMENT ASSISTANT PROFESSOR ATTENTION AVERAGE SCORE AVERAGE TEST SCORES AVERAGE TREATMENT EFFECT BLACK STUDENTS BOARDING BOARDING SCHOOLS BUSINESS SCHOOL CLASS SIZE CLASSROOM CLASSROOMS COLLEGE ADMISSIONS COMPETENCE COMPREHENSIVE EVALUATION CONDITIONING DATA ON STUDENTS DEMONSTRATION DISSERTATION ECONOMICS OF EDUCATION EDUCATION OUTCOMES EDUCATION SYSTEMS EDUCATIONAL ATTAINMENT ENROLLMENT ENTRANCE EXAMINATION EXAM FACULTIES FINAL EXAM FINAL EXAMS FIRST GRADE FUTURE RESEARCH GENDER GRADING GRADUATE STUDIES GRADUATION RATES HEALTH SCIENCES HIGH SCHOOL HIGH SCHOOL STUDENTS HIGH SCHOOLS HIGHER EDUCATION HOME LANGUAGE HOMEWORK HUMAN CAPITAL HUMAN CAPITAL INVESTMENT HUMAN DEVELOPMENT INCOMING STUDENTS INFERENCE INFORMATION SYSTEMS INSTRUCTION INSTRUCTORS INTERNATIONAL STUDENTS INTERVENTIONS LEARNING LITERATURE LOW-INCOME STUDENTS MATHEMATICS MOTIVATION OPEN ACCESS PAPERS PEER GROUP PEER GROUPS PERFORMANCE OF STUDENTS PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIVATE SCHOOLS PROFICIENCY RESEARCH UNIVERSITY SCHOOL LOCATION SCHOOL MANAGEMENT SCHOOLS SCIENCE CLASSES SHOW HOW SOCIAL GROUPS SOCIAL SCIENCES STREAMING STUDENT ACHIEVEMENT STUDENT BODY STUDENT CHARACTERISTICS STUDENT DATA STUDENT HOUSING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT SELECTION STUDENT WELFARE STUDY SKILLS SUBJECTS TEACHER TEACHER BEHAVIOR TEACHERS TEST SCORES TUITION TYPES OF STUDENTS UNIVERSITIES UNIVERSITY ADMINISTRATORS UNIVERSITY DEPARTMENT UNIVERSITY STUDENTS VOUCHERS This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy. 2014-03-18T21:22:40Z 2014-03-18T21:22:40Z 2014-02 http://documents.worldbank.org/curated/en/2014/02/19135855/academic-peer-effects-different-group-assignment-policies-residential-tracking-versus-random-sssignment http://hdl.handle.net/10986/17331 English en_US Policy Research Working Paper;No. 6787 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research

Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment

Similar Items