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Class Size in Early Grades, Student Grit and Later School Outcomes

Author

Listed:
  • Jana Gross

    (ETH Zurich)

  • Simone Balestra

    (University of St. Gallen)

  • Uschi Backes-Gellner

    (University of Zurich)

Abstract

The increasing recognition of non-cognitive skills in economics 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 causal relation between class size and grit. 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. We also show that grit matters, because nearly half of the effect of smaller classes on test scores operates through grit. The effects of grit are far-reaching: students with higher grit have better grades at the end of compulsory schooling, are more likely to graduate from high school on time and are more likely to take a college entrance exam.

Suggested Citation

  • Jana Gross & Simone Balestra & Uschi Backes-Gellner, 2017. "Class Size in Early Grades, Student Grit and Later School Outcomes," Economics of Education Working Paper Series 0129, University of Zurich, Department of Business Administration (IBW), revised Sep 2018.
    • Handle: RePEc:iso:educat:0129
    as

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    References listed on IDEAS

    as
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    More about this item

    Keywords

    class size; grit; non-cognitive skills;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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