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.
Original language | English |
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Journal | Economics of Education Review |
Volume | 45 |
Pages (from-to) | 1-13 |
Number of pages | 13 |
ISSN | 0272-7757 |
DOIs | |
Publication status | Published - Apr 2015 |