This paper uses a within-school/across-cohort design to present new evidence of the effects of high school classmate characteristics on a wide range of post-secondary outcomes. We find that increases in the percent of classmates with college-educated mothers decreases the likelihood of dropping out and increases the likelihood of attending college, despite showing no impact on a range of in-school achievement, attitudes, and behaviors. The percent of students from disadvantaged minority groups does not show any effects on post-secondary outcomes, but is associated with students reporting less caring student-teacher relationships and increased prevalence of some undesirable student behaviors during high school.
|Original language||English (US)|
|Number of pages||29|
|Journal||American Economic Journal: Economic Policy|
|State||Published - Feb 1 2011|
ASJC Scopus subject areas
- Economics, Econometrics and Finance(all)