Hoxby, Caroline, & Weingarth, Gretchen
Taking Race Out of the Equation: School Reassignment and the Structure of Peer Effects
1.Learn about the structure of peer effects work. 2. Whether desegregation on the basis of family income has different effects than racial segregation
Journal Name or Institutional Affiliation:
Harvard University/Dpt. Of Economics
- Schools, colleges, and workplaces should worry of creating peer groups in which some people are isolated. However, they should also avoid creating a critical mass around certain type of person.
- Evidence does suggests that efforts to create interactions between lower and higher types ought to maintain continuity of types.
- Strong evidence that peer's race, ethnicity, and income have only very slight effects once we have properly accounted for peers' achievement. .
- Switching from race-based to income-based desegregation has at most very slight effects, reassignments mainly affected achievement through the redistribution of lower and higher achieving peers.
- Fears of racial, ethnic, and economic desegregation are overblown.
Desegregation, Math, Peer Effects, Reading, SES
Secondary Survey Data
Method of Analysis:
Fixed Effects Regression Models
third to eight graders Wake County School District
Unit of Analysis:
- Several Models of Peer effects: Bad Apple Model, Shining Light Model, Boutique Model, Focus Model, Rainbow Model, Single Crossing Model, Subculture Model.
- Data on third through eight graders in Wake County from 1994-95 through 2002-03 school years.
- DV: Achievement measured as student's score on North Carolina' statewide end-of-grade test (used a student's total (reading +math) scales score)
- IV: Student's race, ethnicity, free or reduced-price lunch participation, and initial school, peers' initial achievement, student's year to year transitions (staying, being reassigned by policy, making a feeder transition, or moving for a potentially endogenous reason).