Inside the 'Black Box' of Project STAR: Estimation of Peer Effects Using Experimental Data

The credible identification of endogenous peer group effects -- i.e. social multiplier or feedback effects -- has long eluded social scientists. We argue that such effects are most credibly identified by a randomly assigned social program which operates at differing intensities within and between peer groups. The data we use are from Project STAR, a class size reduction experiment conducted in Tennessee elementary schools. In these data, classes were comprised of varying fractions of students who had previously been exposed to the Small class treatment, creating class groupings of varying experimentally induced quality. We use this variation in class group quality to estimate the spillover effect. We find that when allowance is made for this 'feedback' effect of prior exposure to the Small class treatment, the peer effects account for much of the total experimental effects in the later grades, and the direct class size effects are rendered substantially smaller.Peer Effects; Data with a Group Structure; Organization of Schooling; Experimental Evidence

Inside the ‘Black Box’ of Project STAR: Estimation of Peer Effects Using Experimental Data

The credible identification of endogenous peer group effects -- i.e. social multiplier or feedback effects -- has long eluded social scientists. We argue that such effects are most credibly identified by a randomly assigned social program which operates at differing intensities within and between peer groups. The data we use are from Project STAR, a class size reduction experiment conducted in Tennessee elementary schools. In these data, classes were comprised of varying fractions of students who had previously been exposed to the Small class treatment, creating class groupings of varying experimentally induced quality. We use this variation in class group quality to estimate the spillover effect. We find that when allowance is made for this 'feedback' effect of prior exposure to the Small class treatment, the peer effects account for much of the total experimental effects in the later grades, and the direct class size effects are rendered substantially smaller

Investigating the relationship between social support and durable return to work

The aim of the current study was to investigate the relationship between social support and durable return to work (RTW) post occupational injury. A total of 1,179 questionnaires were posted to clients previously receiving vocational rehabilitation services from the Return to Work Assist program in Queensland, Australia. Participants were asked to indicate their current RTW status, in addition to completing questionnaires measuring their relationship with their superior, relationships with colleagues, and social support external to the workplace. The statistical analysis included 110 participants. An ANOVA indicated that participants in the RTW group reported significantly better relationships with their superiors and colleagues than participants in the non-durable RTW group. No significant differences were observed between the RTW, non-durable RTW and no RTW groups on a measure of social support external to the workplace. Although the findings were limited by the low response rate, an evaluation of demographics indicated the respondents were representative of the original target sample. The findings suggested that providing support in the workplace is an important area for intervention and may be a means of increasing durable RTW outcomes.</jats:p