Xiao Liu

Understanding the factors that influence student outcomes is crucial for both parents and schools when designing effective educational strategies. This paper explores the impact of peer age on both cognitive and non-cognitive outcomes using a randomized sample of middle school students. By analyzing how exogenous variations in peer age affect students' academic performance, self-expectations and confidence, health perceptions, behavioral traits, and social development, we highlight the important role that peer age plays in educational contexts. Our findings reveal that an increase in the average age of classmates results in negative effects on both cognitive and non-cognitive outcomes of a student. We also identify significant heterogeneous effects based on student relative age and gender. We delve into potential mechanisms behind these effects and study inputs from the perspective of student themselves, parents, teachers, and the school within the framework of the education production function. The results suggest that students' persistence in their studies, the quality of friendships, and the school environment they are exposed to are the primary drivers of our main findings. These findings underscore the importance of addressing age disparities within classrooms to enhance students' cognitive and non-cognitive development.

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