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8018对基础教育阶段不良同伴带来的短期和中长期效应的评估已经成为劳动经济学的热点话题。文章根据最新的2014年中国教育追踪调查（China Education Panel Survey，CEPS）微观数据，考察了不良同伴对学生标准化考试成绩的影响。为了克服反射（reflection）和自选择问题带来的估计偏误，文章依据班级上不良学生的比例而非传统文献采用的同伴成绩来刻画学生所处的班级环境，并控制了组群的自然特征。在控制学生个体特征和家庭因素后发现，学生所在班级中存在不良同伴，会对学生自身的学习成绩造成显著的负面影响，这一作用在高年级（初三）表现得尤为明显。班级不良同伴比例提高10%会带来平均成绩下降约2分。分样本的回归显示，男性学生、家庭经济状况不佳的学生和住校生的学习成绩对班级不良同伴的反应更敏感。而学校类型的异质性分析则表明，同伴效应在办学情况较差的学校和乡镇/农村学校表现得更明显。进一步的分位数回归结果表明，不良同伴产生的负面效应对成绩较差的学生影响更大。文章的研究发现有利于丰富学界对教育生产函数的认识，也为今后的教育政策提供有益参考。
基础教育中的同伴效应估计
摘要
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引用本文
宗庆庆, 李雪松. 基础教育中的同伴效应估计[J]. 财经研究, 2018, 44(7): 4-15.
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