Peer Effects and Scholastic Achievement: Regression Discontinuity Estimates Using the Age Sorting Criterion in the Composition of Classrooms

Isabel Pessoa de Arruda Raposo, Sammara Cavalcanti Soares, Tatiane Almeida de Menezes


This paper evaluates the influence of the classmates’ age on individual academic achievement. The identification strategy explores a mechanism for the division of classes based on age homogeneity, with cutoff value determined by the Brazilian law of age at school entry. Fuzzy regression discontinuity estimates a local average treatment effect of 2.34 standard deviations favorable to students assigned to class with older peers, in comparison to those allocated to classes with younger classmates. The empirical estimations use a unique educational dataset originated from the Brazilian Ministry of Education, which provides a large information set related to the student’s scholar environment.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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