Skip to main content

Peer heterogeneity, school tracking and students’ performances: evidence from PISA 2006

Buy Article:

$51.63 plus tax (Refund Policy)


This paper analyses the interaction between school-tracking policies and peer effects in OECD countries. Using the Programme for International Student Assessment (PISA) 2006 data set, we show that linear peer effects are slightly concave-shaped in both early-tracking and comprehensive educational systems, but generally stronger in the early-tracking one. Second, and more interestingly, the effect of peer heterogeneity goes in opposite directions in the two systems. In both student- and school-level estimates, peer heterogeneity reduces students’ achievements in the comprehensive system while it has a positive impact in the early-tracking one. This reversal effect is robust to different definitions of early-tracking system, to the inclusion of pseudo-school fixed effects and to the exclusion of outlier countries. Finally, peer effects are stronger for low-ability students in both groups of countries.

Keywords: I21; I28; J24; educational production function; peer effects; peer heterogeneity; schooling tracking

Document Type: Research Article


Affiliations: 1: Sapienza University of Rome, Via del Castro Laurenziano 9, 00161, Rome, Italy 2: OFCE, Nice, France

Publication date: November 1, 2013

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
ingentaconnect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more