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| Type | Working Paper |
| Scope | Discipline-based scholarship |
| Title | Does Class Size Affect Student 'Grit'? Evidence from a Randomised Experiment in Early Grades |
| Organization Unit | |
| Authors |
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| Language |
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| Institution | University of Zurich |
| Series Name | Swiss Leading House "Economics of Education" Working Paper |
| Number | 129 |
| Date | 2017 |
| Abstract Text | The increasing recognition of non-cognitive skills has led many researchers to investigate how educational practices enhance these skills. In this paper, we focus on the non-cognitive skill known as 'grit', and we study the relation between class size and grit in early grades. Using data from follow-up surveys of Project STAR, we show that fourth-grade pupils who experienced small classes during early grades are 0.12 standard deviations higher in grit than their peers in regular classes. Sub-sample analysis reveals that particularly boys and non-white pupils increase their grit in smaller classes. We also show that grit matters, because half of the effect of smaller classes on test scores entirely operates through grit. |
| Free access at | Official URL |
| Official URL | http://repec.business.uzh.ch/RePEc/iso/leadinghouse/0129_lhwpaper.pdf |
| Other Identification Number | merlin-id:15580 |
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