Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/108705 
Erscheinungsjahr: 
2015
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 8823
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
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 percent of a standard deviation.
Schlagwörter: 
student mobility
special educational needs
education
value added model
JEL: 
I21
J12
Dokumentart: 
Working Paper

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