Classroom Grade Composition and Pupil Achievement
Datos Bibliográficos
| ID | 9705810 |
|---|---|
| Autores | Edwin Leuven (University of Oslo), Marte Rønning (Statistics Norway) |
| Año | 2016 |
| Volumen | 126 |
| Número | 593 |
| Páginas | 1164-1192 |
| Fecha de publicación | 2016-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Economic Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Editorial | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/ecoj.12177 |
| OpenAlex | W2112798589 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 30 |
This article 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. This finding 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
Academic achievement · Composition (language · Mathematics education · Norwegian · Pedagogy · Pupil · Student achievement · Tracking (education · Higher Education Research Studies · Innovations in Educational Methods · Psychology · School Choice and Performance
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| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 0,83 |
| Intervalo de citas | 2020 - 2025 (6) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |