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Two New Working Papers Posted

October 6, 2008

Using a unique panel data set of North Carolina public elementary school students, professor Jane Cooley finds that desegregating peer groups has minimal effects on the racial achievement gap across the achievement distribution. Read “Desegregation and the Achievement Gap: Do Diverse Peers Help?” here.

In a second paper, Cooley provides a link between the theoretical and empirical models of peer spillovers in the education context. She shows that the implications for identification and policy are quite different, and that the tendency to focus only on spillovers from predetermined characteristics of students may be misguided. Read “Alternative Mechanisms of Peer Achievement Spillovers: Implications for Identification and Policy” here.