Not logged in.

Contribution Details

Type Working Paper
Scope Discipline-based scholarship
Title Multigrading and child achievement
Organization Unit
  • Gian Paolo Barbetta
  • Giuseppe Sorrenti
  • Gilberto Turati
  • English
Institution University of Zurich
Series Name Working paper series / Department of Economics
Number 275
ISSN 1664-7041
Number of Pages 44
Date 2019
Abstract Text 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.
Official URL
PDF File Download from ZORA
Export BibTeX
Keywords Multigrade classes, child development, peer effects, rural areas, Jahrgangsklasse, Kombinierte Schulklasse, Intelligenzleistung
Additional Information Revised version