Disabled Peers and Student Performance: Quasi-Experimental Evidence from China |
| |
| Institution: | 1. School of Public Administration, Nanjing University of Finance and Economics, Nanjing, China;2. The West Center for Economic Research, Southwestern University of Finance and Economics, Chengdu, China;3. College of Business, Government and Law, Flinders University, Adelaide, Australia;1. University of California, Irvine;2. Purdue University;3. Boston University;4. University of Denver;1. Department of Economics, University of Illinois at Chicago;2. Urban Institute Health Policy Center;1. Overseas Development Institute, 203 Blackfriars Rd, London SE1 8NJ, UK;2. European Bank for Reconstruction and Development, One Exchange Square, London EC2A 2JN, UK;1. Division of Social Science, The Hong Kong University of Science and Technology, Clear Water Bay, Kowloon, Hong Kong;2. Institute for Economic and Social Research, Jinan University, Guangzhou, China |
| |
| Abstract: | This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
