Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/263945 
Year of Publication: 
2022
Series/Report no.: 
Tinbergen Institute Discussion Paper No. TI 2022-025/V
Publisher: 
Tinbergen Institute, Amsterdam and Rotterdam
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.
Subjects: 
Multigrade
Child development
Education
Class size
Peer effects
JEL: 
I26
I28
R53
H52
Document Type: 
Working Paper

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