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首页> 外文期刊>Education Economics >Peer effects and the indigenouson-indigenous early test-score gap in Peru
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Peer effects and the indigenouson-indigenous early test-score gap in Peru

机译：秘鲁的同伴效应和土著/非土著早期测试成绩差距

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This paper assesses the magnitude of the non-indigenous/indigenous test-score gap for third-year and fourth-year primary school pupils in Peru, in relation to the main family, school and peer inputs contributing to the test-score gap using the estimation method of feasible generalized least squares. The article then decomposes the gap into its constituent components using the traditional Oaxaca-Blinder decomposition method, as well as a modified decomposition method based on the estimation of a cognitive achievement production function. The decomposition results from both decomposition methods suggest that almost all of the test-score gap is explained by various peer, student, family and school characteristics. The peer characteristics used in the regression are the main contributors to the gross test-score gap, comprising between 58% and 71% of the language test gap and 45-62% of the mathematics test-score gap, depending on the decomposition method used.
机译：本文评估了秘鲁第三年级和第四年级小学生非土著/土著测试成绩差距的大小，并使用影响该测试成绩差距的主要家庭，学校和同伴投入进行了评估。广义广义最小二乘的估计方法然后，文章使用传统的Oaxaca-Blinder分解方法以及基于认知成就生产函数估计的改进分解方法将差距分解为其组成部分。两种分解方法的分解结果表明，几乎所有的考试成绩差距都可以由同龄人，学生，家庭和学校的各种特征来解释。回归中使用的同级特征是造成总测试成绩差距的主要因素，这取决于所使用的分解方法，占语言测试成绩差距的58％至71％和数学测试成绩差距的45％至62％ 。

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