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Disruption in the classroom: experimental evidence from Ecuador

Author

Listed:
  • Pedro Carneiro

    (Institute for Fiscal Studies)

  • Yyannú Cruz-Aguayo

    (Institute for Fiscal Studies)

  • Francesca Salvati

    (Institute for Fiscal Studies)

  • Norbert Schady

    (Institute for Fiscal Studies)

Abstract

We study how poorly-behaved children affect learning and other outcomes of their peers using data from a unique experiment in Ecuador. Within each school, students were randomly assigned to classrooms in every grade for seven consecutive grades, between kindergarten and 6th grade. Children with persistent behavioral problems lower the math and language achievement of their classmates. The more poorly-behaved children there are in a class, the larger is the negative effect on the achievement of their classmates. These negative impacts are larger for younger children, and they persist for at least two years after exposure to a poorly-behaved peer. We find indirect evidence that children with persistent behavioral difficulties are passed around schools.
(This abstract was borrowed from another version of this item.)

Suggested Citation

  • Pedro Carneiro & Yyannú Cruz-Aguayo & Francesca Salvati & Norbert Schady, 2026. "Disruption in the classroom: experimental evidence from Ecuador," IFS Working Papers W26/60, Institute for Fiscal Studies.
    • Handle: RePEc:ifs:ifsewp:26/60
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    File URL: https://ifs.org.uk/system/files/2026-10/WP202660-Disruption-in-the-classroom-experimental-evidence-from-Ecuador.pdf
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    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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