Enrolling at university and the social influence of peers

[i] Notes: Panel A indicates the mean characteristics for the full sample, the standard deviation the minimum, maximum and number of observations of the students applying at university. Panel B reports the distribution of the class mean over the different classes.

[i] Notes: The table indicates the proportion of students enrolling at university relative to the feedback received. Panel A relates individual enrollment and individual positive or negative feedback. Panel B relates individual enrollment and the share of peers receiving C feedback. Standard errors are in parentheses.

Notes: The table indicates OLS and major-by-high school-by-year fixed effects estimates from separate regressions of the relevant dependent variable on the proportion of peers with C feedback. Column (3) uses the following mean peers’ characteristics as control variables: age, gender, a dummy for low social background, mean numerical grade, and dummies for optional classes, having been academically held back, French nationality, and public high school. Robust standard errors clustered at the high school major level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

Notes: The table indicates the regression of individual enrollment on the proportion of peers with C feedback. The table reports regressions using the share of peers with C feedback as the main explanatory variable. Individual and peer mean characteristics used as control are: age, gender, a dummy for low social background, mean numerical grade, optional classes, having been academically held back, French nationality, public high school, and year dummy variables. Robust standard errors clustered at school-major-year level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

Notes: The table reports the regressions of individual enrollment on the share of peers with a C feedback by gender and social background. Panel (A) restricts the sample by gender, while panel B splits the sample by social background. Individual and peers’ mean characteristics used as control are: age, gender (panel B only), scholarship in h-school (panel A only), mean numerical grade, optional classes, having been academically held back, and public high school. Major-by-high-school-by-year fixed effects are included as controls. Robust standard errors clustered at school-major-year level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

Notes: The table indicates the results of regressions of individual enrollment on the proportion of peers with C feedback. Top 50%: dummy variable taking the value 1 if the students’ score belongs to the top 50% of the score distribution in her class and 0 otherwise. P-value F-test: test of the null hypothesis that the two interaction terms are equal to zero. Individual and peers mean characteristics used as control are: age, gender, scholarship, optional classes, having been academically held back, French nationality, and public high school. Major-by-high-school-by-year fixed effects are included as controls. Robust standard errors clustered at school-major-year level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

Notes: The table indicates the results of regressions of individual enrollment on the share of peers receiving C feedback. Nb of observed peers above median: dummy variable taking the value 1 if the number of observed peers in the class is above the median number of observed peers in the data and 0 otherwise. Total Class observed: Dummy variable taking the value 1 if the number of observed peers is equal to the total number of peers in the class. Prop. obs. peers >80%: More than 80% of the class peers are observed. Individual and peers mean characteristics used as control are: age, gender, scholarship, optional classes, having been academically held back, French nationality, and public high school. Major-by-high-school-by-year fixed effects are included as controls. Robust standard errors clustered at school-major-year level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

Notes: The table presents the results of regressions of individual enrollment on the proportion of peers with C feedback for different samples of peers. Columns (1) and (2) use the share of peers of students in the same high school and the same high school major as individual i one year after individual i. Columns (3) and (4) repeat the same exercise, using the peers from year t+2. Individual and peers mean characteristics used as control are: age, gender, scholarship, mean numerical grade, optional classes, having been academically held back, French nationality, and public high school. Major-by-high-school-by-year fixed effects are included as controls. Robust standard errors clustered at school-major-year level are reported in parentheses.

* p < 0.10,

** p < 0.05,

*** p < 0.01.

[i] Notes: The table indicates the decomposition of the variance of the class mean within and between high school majors. Column (1) provides the total variance, column (2) shows the within high school major share of the variance, and column (3) displays the between high school major share of the variance.

[i] Notes: The table is based on separate OLS regressions with age, gender, low social background, optional courses, having been academically held back, and French nationality as dependent variables. The explanatory variables are a set of class dummies. We run one regression for each high school major. Columns (1)–(3) show the proportion of F-tests rejected the null hypothesis at the 10%, 5%, and 1%, respectively. Column (4) displays the mean P-value over the different regressions.

[i] Notes: The table indicates the regression of individual enrollment on the share of classmates receiving C feedback from their university application. The regression is used to compute the predicted value depicted in Figure 2.