Show simple item record Arcidiacono, P Nicholson, S 2010-06-28T19:05:28Z 2005-02-01
dc.identifier.citation Journal of Public Economics, 2005, 89 (2-3), pp. 327 - 350
dc.identifier.issn 0047-2727
dc.description.abstract Using data on the universe of students who graduated from US medical schools between 1996 and 1998, we examine whether the abilities and specialty preferences of a medical school class affect a student's academic achievement in medical school and his choice of specialty. We mitigate the selection problem by including school-specific fixed effects, and show that this method yields an upper bound on peer effects for our data. We estimate positive peer effects that disappear when school-specific fixed effects are added to control for the endogeneity of a peer group. We find no evidence that peer effects are stronger for blacks, that peer groups are formed along racial lines, or that students with relatively low ability benefit more from their peers than students with relatively high-ability. However, we do find some evidence that peer groups form along gender lines. © 2004 Elsevier B.V. All rights reserved.
dc.format.extent 327 - 350
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.relation.ispartof Journal of Public Economics
dc.relation.isversionof 10.1016/j.jpubeco.2003.10.006
dc.title Peer effects in medical school
dc.type Journal Article
dc.department Economics
pubs.issue 2-3
pubs.organisational-group /Duke
pubs.organisational-group /Duke/Sanford School of Public Policy
pubs.organisational-group /Duke/Sanford School of Public Policy/Duke Population Research Institute
pubs.organisational-group /Duke/Sanford School of Public Policy/Duke Population Research Institute/Duke Population Research Center
pubs.organisational-group /Duke/Trinity College of Arts & Sciences
pubs.organisational-group /Duke/Trinity College of Arts & Sciences/Economics
pubs.publication-status Published
pubs.volume 89

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