Template-Type: ReDIF-Paper 1.0
Series: Tinbergen Institute Discussion Papers
Creation-Date: 2022-03-22
Number: 22-025/V
Author-Name: Gian Paolo Barbetta
Author-Workplace-Name: Università Cattolica del Sacro Cuore	
Author-Name: Patrick Chuard-Keller
Author-Workplace-Name: University St. Gallen
Author-Name: Giuseppe Sorrenti
Author-Workplace-Name: University of Amsterdam
Author-Name: Gilberto Turati
Author-Workplace-Name: Università Cattolica del Sacro Cuore	
Title: Good or Bad? Short- versus Long-Term Effects of Multigrading on Child Achievement
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.
Classification-JEL: I26, I28, R53, H52
Keywords: Multigrade, Child development, Education, Class size, Peer effects	
File-URL: https://papers.tinbergen.nl/22025.pdf
File-Format: application/pdf
File-Size: 408,169 bytes
Handle: RePEc:tin:wpaper:20220025