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Disabled Peers and Academic Achievement

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Author Info

  • Jane Friesen

    ()
    (Department of Economics, Simon Fraser University)

  • Ross Hickey

    ()
    (Department of Economics, University of British Columbia–Okanagan)

  • Brian Krauth

    ()
    (Department of Economics, Simon Fraser University)

Abstract

We use data on students in grades 4–7 in the Canadian province of British Columbia to investigate the effect of having disabled peers on value-added exam outcomes. Longitudinal data for multiple cohorts of students are used together with school-by-grade-level fixed effects to account for endogenous selection into schools. Our estimates suggest that same-grade peers with learning and behavioral disabilities have an adverse effect on the test score gains of nondisabled students in British Columbia. However, these effects are statistically insignificant and are sufficiently small that they are unlikely to raise concerns about the placement of this group of disabled students. The effect of peers with other disabilities is also small and statistically insignificant but varies in sign. © 2010 American Education Finance Association

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Bibliographic Info

Article provided by MIT Press in its journal Education Finance and Policy.

Volume (Year): 5 (2010)
Issue (Month): 3 (July)
Pages: 317-348

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Handle: RePEc:tpr:edfpol:v:5:y:2010:i:3:p:317-348

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Related research

Keywords: disabled students; academic achievement; British Columbia;

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Cited by:
  1. Deuchert, Eva & Kauer, Lukas & Liebert, Helge & Wuppermann, Carl, 2013. "No disabled student left behind? - Evidence from a social field experiment," Economics Working Paper Series 1336, University of St. Gallen, School of Economics and Political Science.

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