Econ Papers Daily / 期刊论文
课堂中的干扰：来自厄瓜多尔的实验证据
Disruption in the Classroom: Experimental Evidence from Ecuador
摘要
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.
中文摘要
我们利用厄瓜多尔一项独特实验的数据，研究了行为不良儿童如何影响其同伴的学习及其他成果。在每所学校内，从幼儿园至六年级连续七个年级，学生被随机分配到各年级的教室中。具有持续行为问题的儿童会降低同班同学的数学和语言成绩。班级中行为不良儿童的数量越多，对同班同学成绩的负面影响就越大。这些负面影响对年龄较小的儿童更为显著，并且在接触行为不良同伴后至少持续两年。