@EdWorkingPaper{ai19-143,
title = "The Impact of Low-Ability Peers on Cognitive and Non-Cognitive Outcomes: Random Assignment Evidence on the Effects and Operating Channels",
author = "Di Xu, Qing Zhang, Xuehan Zhou",
institution = "Annenberg Institute at Brown University",
number = "143",
year = "2019",
month = "October",
URL = "http://www.edworkingpapers.com/ai19-143",
abstract = {This paper presents new experimental estimates of the impact of low-ability peers on own outcomes using nationally representative data from China. We exploit the random assignment of students to junior high school classrooms and find that the proportion of low-ability peers, defined as having been retained during primary school (“repeaters”), has negative effects on non-repeaters’ cognitive and non-cognitive outcomes. An exploration of the mechanisms shows that a larger proportion of repeater peers is associated with reduced after-school study time. The negative effects are driven by male repeaters and are more pronounced among students with less strict parental monitoring at home.},
}