Angela Cools, Raquel Fernández, Eleonora Patacchini, 30 August 2019

The effect of class gender composition and the effect of peer ability on outcomes are usually examined separately. This column asks whether there are long-term consequences to attending a high school with a larger or smaller number of female or male high achievers. Using data on students in grades 7-12 from a nationally representative sample of roughly 130 private and public schools, it shows that high-achieving boys have a negative and persistent effect on girls’ longer-run education outcomes, but no significant effect on boys’ outcomes. 

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