Boys Named Sue: Disruptive Children and Their Peers

By David N. Figlio. Education Finance and Policy, 2007

302 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f234d7a28d66fae313d7f33ff0ea261825eb1bbb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Behavioral Economics of Education (2015, background): “…– such as drinking, crime, drug use or teen pregnancy are larger than those on academic outcomes – such as test scores (see Sacerdote, 2011), and recent studies suggest that isruptive peers are detrimental to both student behavior and academic achievement (Eriksen et al., 2014; Figlio, 2007).”
Different Teachers, Different Peers (2013, background): “…clear evidence that having more delinquent peers (which may be correlated with peer achievement levels as well) has negative effects on achievement (Figlio, 2007), and our results (available on request) show that low-achieving, poor, and minority students are in classrooms with more peers who were…”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “their peers’ academic achievement (Carrell & Hoekstra, 2010; Figlio, 2007). Evidence of the importance of teacher expectations for student achievement date back to Rosenthal and Jacobson's (1968) seminal study of the Pygmalion effect.”
The name-pronunciation effect: Why people like Mr. Smith more than Mr. Colquhoun (2012, background): “…less likely to get a call-back for a job interview than a person with a Whitesounding name (Bertrand & Mullainathan, 2004); boys with girls' names are more likely to be suspended from school (Figlio, 2007); and name popularity is negatively associated with juvenile delinquency (Kalist & Lee, 2009).”
Peer Effects in Microenvironments: The Benefits of Homogeneous Classroom Groups (2014, result): “While our results do not rule out the importance of mixing or disruptive students in other contexts ðFiglio 2007Þ, they suggest that disruptive students are not the main source of peer effects in our context.”
SCHOOL DISCIPLINE: A SOURCE OR SALVE FOR THE RACIAL ACHIEVEMENT GAP?† (2013, background): “Both parents and teachers can make a principal’s job difficult.”
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools (2010, background): “Behavior problems are associated also with having lower levels of academic performance (Figlio, 2005), although the relationship appears to be slightly stronger in elementary school.”
Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids. NBER Working Paper No. 14246. (2008, unknown): “…D. Angrist and Kevin Lang 2004; Scott Imberman, Adriana Kugler, and Bruce Sacerdote 2009), the presence of boys with feminine names (David N. Figlio 2007), or the presence 2 We recognize the possibility remains that solving family problems may not eliminate the negative externalities if…”
The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment (2013, background): “Students who are participating in the task at hand rather than misbehaving are far more likely to be absorbing instructional content and contributing positively to the learning of their peers (Figlio, 2007; Lavy, Paserman, & Schlosser, 2008).”
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina (2017, background): “As classroom disruptions are tied to lower levels of student achievement (Carrell & Hoekstra, 2010; Figlio, 2007), which mechanism predominates deserves future study to contextualize our results.”