Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/245729 
Year of Publication: 
2021
Series/Report no.: 
IZA Discussion Papers No. 14678
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
We study the effect of exposure to older, more experienced classroom peers resulting from the widespread use of multi-grade classes in Scottish primary schools. For identification, we exploit that a class-planning algorithm quasi-randomly assigns groups of pupils to multi-grade classes. We find that school-starters benefit from exposure to second-graders in measures of numeracy and literacy. We find no evidence that these gains are driven by smaller class sizes or more parental input. While short-lived, these benefits accrue independent of socioeconomic background, to boys and girls alike, and do not come at the expense of older peers from the preceding cohort.
Subjects: 
multi-grade classes
peer effects
class-size
cognitive skills
JEL: 
C36
H52
I21
I26
I28
J24
Document Type: 
Working Paper

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