Early-Years Multi-Grade Classes and Pupil Attainment

Daniel Borbely, Markus Gehrsitz (), Stuart McIntyre, Gennaro Rossi () and Graeme Roy ()
Additional contact information
Markus Gehrsitz: University of Strathclyde
Gennaro Rossi: University of Strathclyde
Graeme Roy: University of Glasgow

No 14678, IZA Discussion Papers from Institute of Labor Economics (IZA)

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.

Keywords: multi-grade classes; peer effects; class-size; cognitive skills (search for similar items in EconPapers)
JEL-codes: C36 H52 I21 I26 I28 J24 (search for similar items in EconPapers)
Pages: 39 pages
Date: 2021-08
New Economics Papers: this item is included in nep-edu, nep-isf and nep-ure
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Published - published in: Oxford Bulletin of Economics and Statistics. 2023, 85, (6), 1295-1319

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Journal Article: Early Years Multi‐grade Classes and Pupil Attainment (2023)
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