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EnglishThis 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]
| Autori: | ||
| Titolo: | Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement | |
| Data di pubblicazione: | 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. | |
| Lingua: | Inglese | |
| Editore: | Tinbergen Istitute Discussion Paper | |
| Titolo del libro: | Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement | |
| Citazione: | 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] | |
| Appare nelle tipologie: | Quaderno, Working paper, Paper (di dipartimento / istituto / progetti) |
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