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In an effort to better understand aggregate patterns in the way elementary school students are assigned to classes, we conduct a careful analysis of observed classroom assignment outcomes in the 5th grade in North Carolina elementary schools. First, we model the probability that a pair of students are classmates as a function of the characteristics of that pair of students. This novel methodological technique enables us to directly observe the degree to which actual assignment patterns differdoi:10.14507/epaa.v21n51.2013 fatcat:mjbgxkbbazakvoq2wrbj2dkijq