Good peers or good teachers? Evidence from a French University |
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| Institution: | 1. ERUDITE, Faculté de Sciences-Economiques et de Gestion - ERUDITE, Université Paris-Est Créteil, 61 Avenue du Général de Gaulle, Route de Choisy, Mail des méches, Créteil 94010, France;2. TEPP: 5 boulevard Descartes, Champs sur Marne 77454 Marne-la-Vallée Cedex 2, France;3. Paris School of Economics (CNRS), 48 Boulevard Jourdan, Paris 75014, France;4. CREST: 15 Boulevard Gabriel Péri, 92245 Malakoff Cedex 1, France;1. University of Gothenburg and Uppsala University, Sweden;2. Uppsala University, IFAU and UCLS, Sweden;3. Uppsala University and UCLS, Sweden;1. Department of Economics, Central Michigan University, United States;2. Department of Economics, California Polytechnic State University at San Luis Obispo, United States;3. Department of Economics and Center for Policy Research, Syracuse University, and IZA, 426 Eggers Hall, Syracuse NY 13244-1020, United States;4. Department of Economics, Mississippi State University, United States;1. Vanderbilt University, VU Station B#351819, 2301 Vanderbilt Place, Nashville, TN 37235, USA;2. Beijing Academy of Educational Sciences, 95 Beisihuandonglu, Chaoyang District, Beijing 100101, China;1. James Cook University College of Medicine and Dentistry, Townsville, Australia;2. Bond University Faculty of Health Sciences and Medicine, Gold Coast, Australia |
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| Abstract: | Using a quasi-random allocation of students to classes in a French university, we are able to estimate peer effects and teacher effects, with a specific attention to non-linear peer effects. We find that teacher effects are strong, as found at other levels of the education system, but that peer effects have very limited impact. This implies that restricting student access to some universities is of no benefit to remaining students in terms of academic performance. In contrast, attention to teacher performance should be strong at the higher education level. |
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