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Does Peer Motivation Impact Educational Investments? Evidence From DACA

Briana Ballis

Despite the significant influence that peer motivation is likely to have on educational investments during high school, it is difficult to test empirically since exogenous changes in peer motivation are rarely observed. In this paper, I focus on the 2012 introduction of Deferred Action for Childhood Arrivals (DACA) to study a setting in which peer motivation changed sharply for a subset of high school students. DACA significantly increased the returns to schooling for undocumented youth, while leaving the returns for their peers unchanged. I find that DACA induced undocumented youth to invest more in their education, which also had positive spillover effects on ineligible students (those born in the US) who attended high school with high concentrations of DACA-eligible youth. JEL Codes: I26, H52, J15

Education level
K-12 Education
Topics
Student Learning
Tags
Immigrant origin students,
Motivation,
Returns to education and skills
Download 12/2020
Document Object Identifier (DOI)
10.26300/b8j7-k653
EdWorkingPaper suggested citation:
Ballis, Briana . (). Does Peer Motivation Impact Educational Investments? Evidence From DACA. (EdWorkingPaper: -333). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/b8j7-k653

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