Peer effects on academic achievement

This thesis is based on 905 students in 150 classrooms for grades four, five, and six in the Houston Independent School District for 1977. Peer effects was added to a model developed by Dworkin (1987) that employed teacher, student, and campus effects to explain student academic achievement (gain score). The results of this thesis are that there is a significant increase in the amount of variance explained in student academic achievement (gain score) for each grade, as well as when the overall caseis tested.