同伴对初中生学业成绩的异质性影响——基于CEPS数据的实证研究

Heterogeneous Influence of Peer on Academic Achievement of Junior High School Students——An Empirical Study Based on CEPS

本文基于2013—2014年中国教育追踪调查(CEPS)数据,利用OLS与分位数回归方法、控制学校固定效应,分析了班级同伴成绩高低及离散程度对初中生成绩的异质性影响。研究发现,不同分位点处学生均显著受益于班级同伴成绩的提升,且中间能力水平学生的受益程度最大;班级同伴成绩离散程度能显著提高优等生的成绩,但对差生成绩具有不显著的负向影响;与女生相比,不同分位点处男生受班级同伴成绩的影响更为一致;相较于弱势家庭,优势家庭学生从班级同伴效应中获益更多,受损更少。因此,学生与家长应该综合考虑学生学业基础及家庭社会经济背景,避免跟风择校;学校在进行混合编班的同时,还需采取一些有利于补偿差生的配套措施。

Based on the data of 2013-2014 China Education Panel Survey,this study used OLS and quantile regression methods,controlled the fixed effect of schools,analyzed the heterogeneous effects of classroom peer mean achievement and dispersion on junior high school students’academic achievement.The study found that students at different quantile points all significantly benefited from the improvement of classroom peer performance,and students with middling achievement benefited the most.The dispersion of classroom peers’performance significantly improved the achievement of high-ability students,but it had insignificant negative impact on the achievement of low-ability students.Classroom peer had more consistent influence on boys than on girls at different quantile points.Compared with disadvantaged families,students from advantageous families benefited more and suffered less from classroom peer effect.Therefore,in order to avoid following the trend of choosing schools,students and parents should comprehensively consider students’initial achievement levels and family social and economic background.The school should also take some supporting measures to compensate the low-ability students while carrying out ability mixed classes.