Early Years Multi‐grade Classes and Pupil Attainment*
研究苏格兰小学混班教学中新生与二年级学生同班的影响，发现新生在数学和识字方面受益，且这种收益不因家庭背景或性别而异，也未损害高年级学生成绩。
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 do not find any 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 our results provide no evidence that they come at the expense of older peers from the preceding cohort.