Boys Named Sue: Disruptive Children and their Peers
AbstractThis paper proposes an unusual identification strategy to estimate the effects of disruptive students on peer behavior and academic outcomes. I suggest that boys with names most commonly given to girls may be more prone to misbehavior as they get older. This paper utilizes data on names, classroom assignment, behavior problems and student test scores from a large Florida school district in the school years spanning 1996-97 through 1999-2000 to directly study the relationship between behavior and peer outcomes. I find that boys with female-sounding names tend to misbehave disproportionately upon entry to middle school, as compared to other boys and to their previous (relative) behavior patterns. In addition, I find that behavior problems, instrumented with the distribution of boys' names in the class, are associated with increased peer disciplinary problems and reduced peer test scores, indicating that disruptive behavior of students has negative ramifications for their peers.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 11277.
Date of creation: Apr 2005
Date of revision:
Publication status: published as Figlio, David N. "Boys Named Sue: Disruptive Children and Their Peers." Education Finance and Policy 2, 4 (Fall 2007): 376-94.
Note: CF EFG
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Other versions of this item:
- David N. Figlio, 2007. "Boys Named Sue: Disruptive Children and Their Peers," Education Finance and Policy, MIT Press, vol. 2(4), pages 376-394, September.
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2005-05-07 (All new papers)
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