Early-Years Multi-Grade Classes and Pupil Attainment

Daniel Borbely; Markus Gehrsitz; Stuart McIntyre; Gennaro Rossi; Graeme Roy

Early-Years Multi-Grade Classes and Pupil Attainment

Daniel Borbely, Markus Gehrsitz, Stuart McIntyre, Gennaro Rossi, Graeme Roy

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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 language	English
Place of Publication	Bonn, Germany
Pages	1-36
Number of pages	39
Publication status	Published - 1 Aug 2021

Keywords

multi-grade classes
peer effects
class-size
cognitive skills

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Borbely-etal-IZA-2021-Early-years-multi-grade-classess-and-pupil-attainmentFinal published version, 851 KBLicence: CC BY-NC-ND 4.0

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title = "Early-Years Multi-Grade Classes and Pupil Attainment",

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. ",

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AU - Rossi, Gennaro

AU - Roy, Graeme

N1 - IZA (Institute of Labor Economics) Discussion Paper (ISSN: 2365-9793), No. 14678.

PY - 2021/8/1

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N2 - 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.

AB - 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.

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KW - peer effects

KW - class-size

KW - cognitive skills

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SP - 1

EP - 36

BT - Early-Years Multi-Grade Classes and Pupil Attainment

CY - Bonn, Germany

ER -

Early-Years Multi-Grade Classes and Pupil Attainment

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Keywords

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Class Size and Human Capital Accumulation