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dc.titleDisruption in the Classroom: Experimental evidence from Ecuador
dc.contributor.authorCarneiro, Pedro
dc.contributor.authorCruz-Aguayo, Yyannu
dc.contributor.authorSalvati, Francesca
dc.contributor.authorSchady, Norbert
dc.coverageEcuador
dc.date.available2025-03-10T08:03:00
dc.date.issue2025-03-10T00:03:00
dc.description.abstractWe 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.
dc.format.extent52
dc.identifier.doihttp://dx.doi.org/10.18235/0013443
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Disruption-in-the-Classroom-Experimental-evidence-from-Ecuador.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectEducational Institution
dc.subjectHuman Capital
dc.subjectTeacher
dc.subjectSocial Research
dc.subjectLearning
dc.subjectEarly Childhood Education
dc.subjectSkills
dc.subjectGender
dc.subjectBehavioral Science
dc.subjectTeacher-Student Interaction
dc.subjectAcademic Performance
dc.subject.jelcodeI24 - Education and Inequality
dc.subject.jelcodeI25 - Education and Economic Development
dc.subject.keywordsPeer effects;behavioral problems
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01688
idb.operationRG-E1953
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