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Cognitive and Non-Cognitive Peer Effects in Early Education

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  • Matthew Neidell
  • Jane Waldfogel

Abstract

We examine peer effects in early education by estimating value added models with school fixed effects that control extensively for individual, family, peer, and teacher characteristics to account for the endogeneity of peer group formation. We find statistically significant and robust spillover effects from preschool on math and reading outcomes, but statistically insignificant effects on various behavioral and social outcomes. Of the behavioral and social effects explored, we find that peer externalizing problems, which most likely capture classroom disturbance, hinder cognitive outcomes. Our estimates imply that ignoring spillover effects significantly understates the social returns to preschool.

Suggested Citation

  • Matthew Neidell & Jane Waldfogel, 2008. "Cognitive and Non-Cognitive Peer Effects in Early Education," NBER Working Papers 14277, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:14277
    Note: CH ED EH PE
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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