Disruptive school peers and student outcomes

Jannie Kristoffersen, Morten Krægpøth, Helena Nielsen and Marianne Simonsen

Economics of Education Review, 2015, vol. 45, issue C, 1-13

Abstract: This paper estimates how peers’ achievement gains are affected by the presence of potentially disruptive and emotionally sensitive children in the school-cohort. We exploit that some children move between schools and thus generate variation in peer composition in the receiving school-cohort. We identify three groups of potentially disruptive and emotionally sensitive children from detailed Danish register data: children with divorced parents, children with parents convicted of crime, and children with a psychiatric diagnosis. We find that adding potentially disruptive children lowers the academic achievement of peers by about 1.7–2.3% of a standard deviation.

Keywords: Student mobility; Special educational needs; Education; Value added model (search for similar items in EconPapers)
JEL-codes: I21 J12 (search for similar items in EconPapers)
Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (34)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775715000059
Full text for ScienceDirect subscribers only

Related works:
Working Paper: Disruptive School Peers and Student Outcomes (2015)
Working Paper: Disruptive School Peers and Student Outcomes (2014)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:45:y:2015:i:c:p:1-13

DOI: 10.1016/j.econedurev.2015.01.004

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().