Arbeitspapier
The Long-Term Impacts of Low-Achieving Childhood Peers: Evidence from Project STAR
This paper evaluates how sharing a kindergarten classroom with low-achieving repeaters affects the long-term educational performance of regular first-time kindergarten students. Exploiting random assignment of teachers and students to classes in Project STAR, I document three sets of causal impacts: students who are exposed to repeaters (1) score lower on standardized tests at the end of kindergarten, an effect that fades out in later grades; (2) show persistent improvements in non-cognitive skills such as effort and discipline; and (3) are more likely to graduate from high school and to take a college entrance exam around the age of eighteen. I show that the positive spillovers from repeaters on long-term educational attainment are likely driven by the differential accumulation of non-cognitive skills by repeater-exposed students during childhood. The improvements in these skills are in turn a result of behavioral adjustments by teachers, students, or parents to the presence of low-achieving repeaters in the classroom.
- Sprache
-
Englisch
- Erschienen in
-
Series: Working Paper ; No. 2015:35
- Klassifikation
-
Wirtschaft
Analysis of Education
- Thema
-
peer effects
non-cognitive skills
early childhood
Project STAR.
- Ereignis
-
Geistige Schöpfung
- (wer)
-
Bietenbeck, Jan
- Ereignis
-
Veröffentlichung
- (wer)
-
Lund University, School of Economics and Management, Department of Economics
- (wo)
-
Lund
- (wann)
-
2015
- Handle
- Letzte Aktualisierung
-
10.03.2025, 11:43 MEZ
Datenpartner
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Objekttyp
- Arbeitspapier
Beteiligte
- Bietenbeck, Jan
- Lund University, School of Economics and Management, Department of Economics
Entstanden
- 2015
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