Classroom Grade Composition and Pupil Achievement
Edwin Leuven () and
No 5922, IZA Discussion Papers from Institute of Labor Economics (IZA)
This paper exploits discontinuous grade mixing rules in Norwegian junior high schools to estimate how classroom grade composition affects pupil achievement. Pupils in mixed grade classrooms are found to outperform pupils in single grade classrooms on high stake central exit tests and teacher set and graded tests. This effect is driven by pupils benefiting from sharing the classroom with more mature peers from higher grades. The presence of lower grade peers is detrimental for achievement. Pupils can therefore benefit from de-tracking by grade, but the effects depend crucially on how the classroom is balanced in terms of lower and higher grades. These results reconcile the contradictory findings in the literature.
Keywords: class size; combination classes; educational production; peer effects (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Pages: 32 pages
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Published in: Economic Journal, 2016, 126(593), 1164-1192 [Online First]
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Journal Article: Classroom Grade Composition and Pupil Achievement (2016)
Working Paper: Classroom grade composition and pupil achievement (2012)
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Persistent link: https://EconPapers.repec.org/RePEc:iza:izadps:dp5922
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