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Title:Classroom grade composition and pupil achievement PDF Logo
Authors:Leuven, Edwin
Rønning, Marte
Issue Date:2011
Series/Report no.:Discussion paper series // Forschungsinstitut zur Zukunft der Arbeit 5922
Abstract:This paper exploits discontinuous grade mixing rules in Norwegian junior high schools to estimate how classroom grade composition affects pupil achievement. Pupils in mixed grade classrooms are found to outperform pupils in single grade classrooms on high stake central exit tests and teacher set and graded tests. This effect is driven by pupils benefiting from sharing the classroom with more mature peers from higher grades. The presence of lower grade peers is detrimental for achievement. Pupils can therefore benefit from de-tracking by grade, but the effects depend crucially on how the classroom is balanced in terms of lower and higher grades. These results reconcile the contradictory findings in the literature.
Subjects:educational production
combination classes
class size
peer effects
JEL:I2
Persistent Identifier of the first edition:urn:nbn:de:101:1-20110927501
Document Type:Working Paper
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

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