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Classroom compositional effects on low-ability students' achievement in China
Yisu Zhou1; Tianji Cai1; Dan Wang2; Fumin Li1
2022-09
Source PublicationJournal of Community Psychology
ABS Journal Level2
ISSN0090-4392
Abstract

Peer effects are at the center of educational policy debates regarding school choice, ability grouping, and instructional design. Though emerging empirical evidence suggests that positive peer effects exist, less is known about how it affects students with varying cognitive abilities. Using a nationally representative sample from China, we generated a student-level measure of classroom composition of peers based on cognitive ability to understand the benefits or pitfalls of placing low-ability students with heterogeneous or homogenous classmates. We conducted this analysis separately for grades seven and nine students after controlling for student background, family characteristics, and school endogeneity. We reaffirmed the overall positive—but small—peer effects on the performance rankings. Low-ability children scored much lower than their counterparts when they studied in cognitively diverse classrooms. However, this effect negates the overall positive impact of studying with high-ability peers and the pattern is consistent across rural and urban schools.

KeywordPeer Effect Classroom Composition Low-ability Student, China
DOIhttps://doi.org/10.1002/jcop.22939
URLView the original
Indexed BySSCI
Language英語English
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Document TypeJournal article
CollectionDEPARTMENT OF SOCIOLOGY
Faculty of Education
Faculty of Social Sciences
Affiliation1.University of Macau
2.University of Hong Kong
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Yisu Zhou,Tianji Cai,Dan Wang,et al. Classroom compositional effects on low-ability students' achievement in China[J]. Journal of Community Psychology,2022.
APA Yisu Zhou,Tianji Cai,Dan Wang,&Fumin Li.(2022).Classroom compositional effects on low-ability students' achievement in China.Journal of Community Psychology.
MLA Yisu Zhou,et al."Classroom compositional effects on low-ability students' achievement in China".Journal of Community Psychology (2022).
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