This paper studies the effect of multigrading—mixing children of different ages in the same classroom—on students’ short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an instrumental variable identification strategy based on a law that disciplines class composition. By relying on longitudinal data that follow a cohort of Italian students over their compulsory school career, we show that multigrading has a positive short-term effect on achievements. This effect fades away over time to become negative in the long run if students spend several years in a multigrade class. The analysis of mechanisms points to the fundamental role of teachers and suggests that no negative long-term effect arises when multigrade classes are taught by more experienced and motivated teachers. These results reconcile contrasting findings in the literature based on cross-sectional data and a short-term focus.

Barbetta, G., Chuard-Keller, P., Sorrenti, G., Turati, G., Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement, <<Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement>>, 2022; (TI 2022-025/V): 1-46 [http://hdl.handle.net/10807/206201]

Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement

Barbetta, G;Turati, G
2022

Abstract

This paper studies the effect of multigrading—mixing children of different ages in the same classroom—on students’ short- versus long-term academic achievement in Italy. We cope with the endogeneity of multigrading (and class size) through an instrumental variable identification strategy based on a law that disciplines class composition. By relying on longitudinal data that follow a cohort of Italian students over their compulsory school career, we show that multigrading has a positive short-term effect on achievements. This effect fades away over time to become negative in the long run if students spend several years in a multigrade class. The analysis of mechanisms points to the fundamental role of teachers and suggests that no negative long-term effect arises when multigrade classes are taught by more experienced and motivated teachers. These results reconcile contrasting findings in the literature based on cross-sectional data and a short-term focus.
Inglese
Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement
Tinbergen Istitute Discussion Paper
Barbetta, G., Chuard-Keller, P., Sorrenti, G., Turati, G., Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement, <<Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement>>, 2022; (TI 2022-025/V): 1-46 [http://hdl.handle.net/10807/206201]
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/206201
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact