Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone
There is widespread perception that externalities from troubled children are significant, though measuring them is difficult due to data and methodological limitations. We estimate the negative spillovers caused by children from troubled families by exploiting a unique data set in which children’s school records are matched to domestic violence cases. We find that children from troubled families significantly decrease their peers’ reading and math test scores and increase misbehavior in the classroom. The achievement spillovers are robust to within-family differences and controlling for school-by-year specific shocks, providing strong evidence that neither selection nor common shocks are driving the results.
|Date of creation:||Apr 2008|
|Date of revision:||Sep 2008|
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- Mary A. Burke & Tim R. Sass, 2013.
"Classroom Peer Effects and Student Achievement,"
Journal of Labor Economics,
University of Chicago Press, vol. 31(1), pages 51 - 82.
- Mary A. Burke & Tim R. Sass, 2008. "Classroom peer effects and student achievement," Working Papers 08-5, Federal Reserve Bank of Boston.
- Mary A. Burke & Tim R. Sass, 2006. "Classroom Peer Effects and Student Achievement," Working Papers wp2006_02_02, Department of Economics, Florida State University.
- Mary Burke & Tim R. Sass, 2011. "Classroom peer effects and student achievement," Public Policy Discussion Paper 11-5, Federal Reserve Bank of Boston.
- Carrell Scott E & Carrell Susan A, 2006. "Do Lower Student to Counselor Ratios Reduce School Disciplinary Problems?," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 5(1), pages 1-26, April.
- Scott E. Carrell & Frederick V. Malmstrom & James E. West, 2008. "Peer Effects in Academic Cheating," Journal of Human Resources, University of Wisconsin Press, vol. 43(1).
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