Measuring peer effects in the Brazilian school system

Sergio Firpo, Hugo Jales, Cristine Pinto

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Using the identification strategy proposed by Graham and Hahn (2005), we estimate the magnitude of classmate effects on math scores using Brazilian data from 2005. In addition, we provide a detailed discussion about the identification of endogenous peer effects in the linear in means models. Our results show that both peer characteristics (exogenous peer effects) – like race, socioeconomic status and gender – and peer actions (endogenous peer effects) are important determinants of students’ outcomes in the fifth grade of elementary school. Our estimates of endogenous peer effects are about 0.008 of 1 SD of math test scores, which can be interpreted as evidence of a so-called ‘conformist’ individual behaviour, under which students face large costs to exert effort levels that are distant from what is believed to be the norm in the classroom. Those estimates of endogenous peer effects imply a social multiplier of about 1.67.

Original languageEnglish (US)
Pages (from-to)3414-3438
Number of pages25
JournalApplied Economics
Issue number32
StatePublished - Jul 9 2015
Externally publishedYes


  • Brazilian school system
  • education
  • peer effects
  • social interactions
  • social multiplier

ASJC Scopus subject areas

  • Economics and Econometrics


Dive into the research topics of 'Measuring peer effects in the Brazilian school system'. Together they form a unique fingerprint.

Cite this