Student-Led Behavior Management Boosts Academic Gains in Bangladesh Schools
A randomized experiment conducted across 127 middle schools in Bangladesh evaluates a program shifting responsibility for classroom behavioral norms from teachers to students. Involving over 7,500 adolescents, the study addresses persistent challenges in low-resource education systems where disruptive environments hinder learning. Results indicate significant improvements in the classroom social climate, including stronger cooperation and supportive peer networks. High-performing students demonstrated the most substantial immediate gains in math and verbal tests. A follow-up assessment 1.5 years later revealed that while social climate improvements faded, academic benefits persisted and expanded to a broader student base, though remaining concentrated among higher-ability peers. The primary mechanism driving these outcomes is identified as enhanced academic support networks among high-ability students, which facilitate peer learning and knowledge diffusion. Funded by the World Bank and the UK's FCDO, this research provides rigorous evidence that student-led behavior management can serve as an effective lever for academic improvement, highlighting the long-term value of peer-driven knowledge sharing in educational settings.
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Student-Led Behavior Management Boosts Academic Gains in Bangladesh Schools
A randomized experiment conducted across 127 middle schools in Bangladesh evaluates a program shifting responsibility for classroom behavioral norms from teachers to students. Involving over 7,500 adolescents, the study addresses persistent challenges in low-resource education systems where disruptive environments hinder learning. Results indicate significant improvements in the classroom social climate, including stronger cooperation and supportive peer networks. High-performing students demonstrated the most substantial immediate gains in math and verbal tests. A follow-up assessment 1.5 years later revealed that while social climate improvements faded, academic benefits persisted and expanded to a broader student base, though remaining concentrated among higher-ability peers. The primary mechanism driving these outcomes is identified as enhanced academic support networks among high-ability students, which facilitate peer learning and knowledge diffusion. Funded by the World Bank and the UK's FCDO, this research provides rigorous evidence that student-led behavior management can serve as an effective lever for academic improvement, highlighting the long-term value of peer-driven knowledge sharing in educational settings.
National Bureau of Economic Research Working Papers