@TechReport{iza:izadps:dp14678,
            	author={Borbely, Daniel and Gehrsitz, Markus and McIntyre, Stuart and Rossi, Gennaro and Roy, Graeme},
            	title={Early-Years Multi-Grade Classes and Pupil Attainment},
            	year={2021},
	month={Aug},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={14678},
            	url={https://www.iza.org/publications/dp14678},
	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.},
	keywords={multi-grade classes;peer effects;class-size;cognitive skills},
            }