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Multigrade and Child Achievement
- Barbetta, Gian Paolo (Catholic University of Milano)
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Abstract
Barbetta, G.P:, Sorrenti, G., Turati, G. (2019), Multigrading and Child Achievement, Journal of Human Resources
We study how multigrading, which is mixing students of different grades into a single class, affects children’s cognitive achievement in primary school. We build instruments to identify the causal effect of multigrading by exploiting an Italian law that controls class size and grade composition. Results suggest that attendance in multigrade versus single-grade classes increases students’ performance on standardized tests by 19 percent of a standard deviation for second graders, and it has zero effect for fifth graders. The positive impact of multigrading for second graders appears to be driven by children sharing their class with peers from higher grades. This last finding rationalizes the absence of a multigrade effect for fifth graders.
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2012-01-01 / 2013-12-31Time Period: Sun Jan 01 00:00:00 EST 2012--Tue Dec 31 00:00:00 EST 2013 (school year 2012/2013)
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2016-01-01 / 2018-12-31Collection Date(s): Fri Jan 01 00:00:00 EST 2016--Mon Dec 31 00:00:00 EST 2018
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Italy
Second and fifth-grade students attending schools in areas with only one primary school.
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Barbetta, Gian Paolo, Giuseppe Sorrenti, and Gilberto Turati. “Multigradind and Child Achievement.” Journal of Human Resources, n.d.
Update Metadata: 2019-08-29 | Issue Number: 1 | Registration Date: 2019-08-29
Barbetta, Gian Paolo (2019): Multigrade and Child Achievement. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E111600
