tailieunhanh - Do more friends mean better grades

Abstract Peer interactions have been argued to play a major role in student academic achievement. Recent work has focused on measuring the structure of peer interactions with the location of the student in their social network and has found a positive relationship between student popularity and academic achievement. | WORKING P A P E R Do More Friends Mean Better Grades Student Popularity and Academic Achievement KATA MIHALY WR-678 March 2009 This paper series made possible by the NIA funded RAND Center for the Study of Aging P30AG012815 and the NICHD funded RAND Population Research Center R24HD050906 . This product is part of the RAND Labor and Population working paper series. RAND working papers are intended to share researchers latest findings and to solicit informal peer review. They have been approved for circulation by RAND Labor and Population but have not been formally edited or peer reviewed. Unless otherwise indicated working papers can be quoted and cited without permission of the author provided the source is clearly referred to as a working paper. RAND s publications do not necessarily reflect the opinions of its research clients and sponsors. RAND is a registered trademark. RAND LABOR AND POPULATION Do More Friends Mean Better Grades Student Popularity and Academic Achievement Kata Mihaly February 2009 Abstract Peer interactions have been argued to play a major role in student academic achievement. Recent work has focused on measuring the structure of peer interactions with the location of the student in their social network and has found a positive relationship between student popularity and academic achievement. Here we ascertain the robustness of previous findings to controls for endogenous friendship formation. The results indicate that popularity influences academic achievement positively in the baseline model a finding which is consistent with the literature. However controlling for endogenous friendship formation results in a large drop in the effect of popularity with a significantly negative coefficient in all of the specifications. These results point to a negative short term effect of social capital accumulation lending support to the theory that social interactions crowd out activities that improve academic performance. RAND Corporation Washington DC .

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