Early-Years Multi-Grade Classes and Pupil Attainment

Daniel Borbely, Markus Gehrsitz (Lead / Corresponding author), Gennaro Rossi, Stuart McIntyre, Graeme Roy

Research output: Working paper/PreprintDiscussion paper

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Abstract

We study the effect of exposure to older, more experienced classroom peers resulting from the widespread use of multi-grade classes in Scottish primary schools. For identification, we exploit that a class-planning algorithm quasi-randomly assigns groups of pupils to multi-grade classes. We find that school-starters benefit from exposure to second-graders in measures of numeracy and literacy. We find no evidence that these gains are driven by smaller class sizes or more parental input. While short-lived, these benefits accrue independent of socioeconomic background, to boys and girls alike, and do not come at the
expense of older peers from the preceding cohort.
Original languageEnglish
PublisherIZA
Publication statusPublished - Aug 2021

Publication series

NameIZA Discussion Papers Series
PublisherIZA
No.14678

Keywords

  • multi-grade classes
  • cognitive skills
  • peer effects
  • class-size

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