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Inference on Peer Effects with Missing Peer Data: Evidence from Project STAR

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  • Aaron Sojourner

Abstract

This paper studies peer effects on student achievement among first graders randomly assigned to classrooms in Tennessee's Project STAR. The analysis uses previously unexploited pre-assignment achievement measures available for 60 percent of students. Data are not missing at random, making identification challenging. The paper develops new ways, given random assignment of individuals to classes, to identify peer effects without imposing other missing-data assumptions. Estimates suggest positive effects of mean peer lagged achievement on average. Allowing heterogeneous effects, evidence suggests lower-achieving students benefit more than higher-achieving students do from increases in peer mean. Further, the bias in a widely used, poorly understood peer-effects estimator is analyzed, implying that caution is warranted in interpreting many peer-effects estimates extant in the literature.

Suggested Citation

  • Aaron Sojourner, "undated". "Inference on Peer Effects with Missing Peer Data: Evidence from Project STAR," Working Papers 0109, Human Resources and Labor Studies, University of Minnesota (Twin Cities Campus).
    • Handle: RePEc:hrr:papers:0109
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    File URL: http://www.legacy-irc.csom.umn.edu/RePEC/hrr/papers/0109.pdf
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    Cited by:

    1. Raj Chetty & John N. Friedman & Nathaniel Hilger & Emmanuel Saez & Diane Whitmore Schanzenbach & Danny Yagan, 2011. "How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 126(4), pages 1593-1660.
    2. Patrick Kline & Christopher R. Walters, 2016. "Evaluating Public Programs with Close Substitutes: The Case of HeadStart," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 131(4), pages 1795-1848.
    3. Ammermüller, Andreas & Pischke, Jörn-Steffen, 2006. "Peer Effects in European Primary Schools: Evidence from PIRLS," ZEW Discussion Papers 06-027, ZEW - Leibniz Centre for European Economic Research.
    4. Edwin Leuven & Marte Rønning, 2016. "Classroom Grade Composition and Pupil Achievement," Economic Journal, Royal Economic Society, vol. 126(593), pages 1164-1192, June.
    5. Arthur Lewbel & Xi Qu & Xun Tang, 2023. "Social Networks with Unobserved Links," Journal of Political Economy, University of Chicago Press, vol. 131(4), pages 898-946.
    6. Arthur Lewbel & Samuel Norris & Krishna Pendakur & Xi Qu, 2022. "Consumption peer effects and utility needs in India," Quantitative Economics, Econometric Society, vol. 13(3), pages 1257-1295, July.
    7. Andreas Ammermueller & Jörn-Steffen Pischke, 2009. "Peer Effects in European Primary Schools: Evidence from the Progress in International Reading Literacy Study," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 315-348, July.

    More about this item

    JEL classification:

    • C2 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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