Citation
Lin, X. (2010). Identifying peer effects in student academic achievement by spatial autoregressive models with group unobservables.
Journal of Labor Economics. vol. 28 (4) pp. 825-860
Abstract
Disentangling peer effects from other confounding effects is difficult, and separately identifying endogenous and contextual effects is impossible for the linear-in-means model. This study confronts these problems by using spatial autoregressive models with group fixed effects. The nonlinearity introduced by the variations in the peer measurements provides information to identify both endogenous and contextual effects, thus resolving the “reflection problem.” The group fixed effects term captures the confounding effects of the common variables. Applying the model to data sets from the National Longitudinal Study of Adolescent Health, I find strong evidence for both endogenous and contextual effects in student academic achievement.
URL
http://dx.doi.org/10.1086%2F653506Reference Type
Journal Article
Journal Title
Journal of Labor Economics
Author(s)
Lin, X.
Year Published
2010
Volume Number
28
Issue Number
4
Pages
825-860
DOI
10.1086/653506
Reference ID
1255