Department of Economics and Business Economics

Disruptive School Peers and Student Outcomes

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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 languageEnglish
JournalEconomics of Education Review
Pages (from-to)1-13
Number of pages13
Publication statusPublished - 2015

    Research areas

  • Student mobility, Special educational needs, Education, Value added model

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