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Multigrading and Child Achievement

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  • Gian Paolo Barbetta
  • Giuseppe Sorrenti
  • Gilberto Turati

Abstract

We exploit Italian law DPR 81/2009, which determines class composition, as an instrument to identify the causal e ect of grouping students of di erent grades into a single class (multigrading) on children cognitive achievement. This article focuses on 7-year old students|those at the beginning of their formal education. Results suggest that attendance in multigrade classes versus single-grade classes increases students' performance on standardized tests by 15{20 percent of a standard deviation. The positive impact of multigrading only appears for children sharing their class with peers from higher grades and is relatively stronger for students from disadvantaged backgrounds.

Suggested Citation

  • Gian Paolo Barbetta & Giuseppe Sorrenti & Gilberto Turati, 2018. "Multigrading and Child Achievement," CHILD Working Papers Series 62 JEL classification: I2, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
    • Handle: RePEc:cca:wchild:62
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    More about this item

    Keywords

    Multigrade classes; child development; peer effects; rural areas;
    All these keywords.

    JEL classification:

    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • R53 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Regional Government Analysis - - - Public Facility Location Analysis; Public Investment and Capital Stock

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