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The Impact of Low-Ability Peers on Cognitive and Non-Cognitive Outcomes: Random Assignment Evidence on the Effects and Operating Channels

This paper presents new experimental estimates of the impact of low-ability peers on own outcomes using nationally representative data from China. We exploit the random assignment of students to junior high school classrooms and find that the proportion of low-ability peers, defined as having been retained during primary school (“repeaters”), has negative effects on non-repeaters’ cognitive and non-cognitive outcomes. An exploration of the mechanisms shows that a larger proportion of repeater peers is associated with reduced after-school study time. The negative effects are driven by male repeaters and are more pronounced among students with less strict parental monitoring at home.

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EdWorkingPaper suggested citation:

Xu, Di, Qing Zhang, and Xuehan Zhou. (). The Impact of Low-Ability Peers on Cognitive and Non-Cognitive Outcomes: Random Assignment Evidence on the Effects and Operating Channels. (EdWorkingPaper: -143). Retrieved from Annenberg Institute at Brown University: http://edworkingpapers.com/index.php/ai19-143

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