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Contribution Details

Type Working Paper
Scope Discipline-based scholarship
Title Does Class Size Affect Student 'Grit'? Evidence from a Randomised Experiment in Early Grades
Organization Unit
  • Jana Gross
  • Simone Balestra
  • Uschi Backes-Gellner
  • English
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.
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