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α: calibrated so average coauthorship-adjusted count equals average raw count
We study the causal impact of intellectually gifted students on their nongifted classmates’ school achievement, enrollment in post-compulsory education, and occupational choices. Using student-level administrative and psychological data, we find a positive effect of exposure to gifted students on peers’ school achievement in both math and language. This impact is heterogeneous: larger effects are observed among male students and high-achievers, and female students benefit primarily from female gifted students. Effects are driven by gifted students not diagnosed with emotional or behavioral disorders. Exposure to gifted students increases the likelihood of choosing a selective academic track and occupations in STEM fields.