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Informal Social Interactions, Academic Achievement and Behavior: Evidence from Peers on the School Bus. (2024). Silliman, Mikko ; Lenard, Matthew A.
In: IZA Discussion Papers.
RePEc:iza:izadps:dp16982.

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  63. Our context, the bus ride (b) to and from school, may include both types of social interactions— and we do not attempt to separate the two interactions on the bus that take place through the repeated contact of a small group of students. Thus, effects of social interactions on the bus may stem primarily from endogenous interactions.2 Each bus has distinct social dynamics (!b) across academic and behavioral dimensions, !b = (!A,!B).3 For example, academic achievement could be affected if it is (or is not) desirable to spend time on the bus studying, or if students compare grades with their peers on the bus. Likewise, behavior could be affected if students are induced to participate in risky behaviors. We note that while 1See Blume et al. (2015) for a more recent discussion. 2While we believe that social dynamics on the bus stem primarily from interactions with other students, these interactions are likely mediated by other factors, such as the bus driver or the time spent on the bus.
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  67. Student Engagement Instrument (SEI). Researchers at the University of Minnesota developed the Student Engagement Instrument (SEI) (Appleton et al., 2006) as a companion survey to the widely implemented Check and Connect intervention that served U.S. adolescents at risk of dropout (e.g., See Anderson et al., 2004). The survey includes 32 Likert-style survey items across six validated domains, four of which we use for this supplementary set of analyses: Teacher–Student Relationships, Control and Relevance of School Work, Peer Support for Learning, and Family Support for Learning.
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  68. To measure characteristics of neighborhoods, we link student administrative data based on their precise residential location to data made available by Chetty et al. (2018) and Chetty et al. (2022), which provide measures at the level of U.S. Census tract and zip code, respectively. We summarize these data in Appendix Table A.8 and how they correlate with our main outcomes in Appendix Table A.9. While some correlations appear counter-intuitive—for example, high incarceration rates are correlated with improved academic outcomes—most measures appear to provide intuitive and potentially valuable information regarding the relationship between neighborhoods and schools. These measures include variables associated with a neighborhood’s social capital—such as the U.S.
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  44. When the Great Equalizer Shuts Down: Schools, Peers, and Parents in Pandemic Times. (2020). Doepke, Matthias ; Agostinelli, Francesco ; Zilibotti, Fabrizio ; Sorrenti, Giuseppe.
    In: Working Papers.
    RePEc:hka:wpaper:2020-084.

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  45. Understanding Spillover of Peer Parental Education: Randomization Evidence and Mechanisms. (2020). Zou, Jian ; Chung, Bobby .
    In: Working Papers.
    RePEc:hka:wpaper:2020-045.

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  46. What Determines the Success of Housing Mobility Programs?. (2020). Tauber, Kristen ; Aliprantis, Dionissi ; Martin, Hal.
    In: Working Papers.
    RePEc:fip:fedcwq:89091.

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  47. The Social Side of Early Human Capital Formation: Using a Field Experiment to Estimate the Causal Impact of Neighborhoods. (2020). List, John ; Zenou, Yves ; Momeni, Fatemeh.
    In: Natural Field Experiments.
    RePEc:feb:natura:00722.

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  48. Do tiger moms raise superior kids? The impact of parenting style on adolescent human capital formation in China. (2020). Qin, Xuezheng ; Zhang, Haochen ; Zhou, Jiantao.
    In: China Economic Review.
    RePEc:eee:chieco:v:63:y:2020:i:c:s1043951x20301346.

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  49. When the Great Equalizer Shuts Down: Schools, Peers, and Parents in Pandemic Time. (2020). Zilibotti, Fabrizio ; Sorrenti, Giuseppe ; Doepke, Matthias ; Agostinelli, Francesco.
    In: Cowles Foundation Discussion Papers.
    RePEc:cwl:cwldpp:2267.

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  50. The Social Side of Early Human Capital Formation: Using a Field Experiment to Estimate the Causal Impact of Neighborhoods. (2020). Zenou, Yves ; List, John ; Momeni, Fatemeh.
    In: Working Papers.
    RePEc:bfi:wpaper:2020-187.

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