We study whether – beyond an EU-style tracking separating students in general versus vocational curricula – the Italian highly centralized public schooling is characterized by an implicit US-style tracking system separating students by ability within the same track. We pursue this aim by...

We study whether, alongside with an explicit tracking system separating students in general versus vocational curricula typically observed in European countries, the Italian highly centralized public schooling is also characterised by an implicit tracking system — typical of the US...

We exploit Italian law DPR 81/2009, which determines class composition, as an instrument to identify the causal effect of grouping students of different grades into a single class (multigrading) on children cognitive achievement. This article focuses on 7-year-old students - those at the...

We study how grouping students of different grades into a single class (multigrading) affects children's cognitive achievement. To do so, we build instruments to identify the causal effect of multigrading by exploiting an Italian law that controls class size and grade composition. We focus on...

We exploit Italian law DPR 81/2009, which determines class composition, as an instrument to identify the causal effect of grouping students of different grades into a single class (multigrading) on children cognitive achievement. This article focuses on 7-year-old students - those at the...

We study how multigrading, which is mixing students of different grades into a single class, affects children's cognitive achievement in primary school. We build instruments to identify the causal effect of multigrading by exploiting an Italian law that controls class size and grade composition....

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...

We study how grouping students of different grades into a single class (multigrading) affects children's cognitive achievement. To do so, we build instruments to identify the causal effect of multigrading by exploiting an Italian law that controls class size and grade composition. We focus on...

We study how multigrading, which is mixing students of different grades into a single class, affects children's cognitive achievement in primary school. We build instruments to identify the causal effect of multigrading by exploiting an Italian law that controls class size and grade composition....

We exploit Italian law DPR 81/2009, which determines class composition, as an instrument to identify the causal effect of grouping students of different grades into a single class (multigrading) on children cognitive achievement. This article focuses on 7-year-old students - those at the...