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dc.contributor.authorBonesrønning, Hans
dc.contributor.authorFinseraas, Henning
dc.contributor.authorHardoy, Ines
dc.contributor.authorIversen, Jon Marius Vaag
dc.contributor.authorNyhus, Ole Henning
dc.contributor.authorOpheim, Vibeke
dc.contributor.authorSalvanes, Kari Vea
dc.contributor.authorSandsør, Astrid Marie Jorde
dc.contributor.authorSchøne, Pål
dc.date.accessioned2022-11-17T12:56:43Z
dc.date.available2022-11-17T12:56:43Z
dc.date.created2022-11-10T13:22:20Z
dc.date.issued2022
dc.identifier.citationJournal of Public Economics. 2022, 216 .
dc.identifier.issn0047-2727
dc.identifier.urihttps://hdl.handle.net/11250/3032459
dc.description.abstractWe investigate whether small-group instruction improves student performance in mathematics in the early grades using a large-scale RCT covering 159 Norwegian schools over four years. The students − 7–9 years old - are pulled out from their regular mathematics classes into small, homogenous groups of 4–6 students for mathematics instruction for 3 to 4 h per week, for two periods of 4–6 weeks per school year. Unlike many other recent tutoring experiments, all students are pulled out, not only struggling students. In our intention-to-treat analysis, we find that students in treatment schools increased their performance by 0.06 of a standard deviation in national tests, with no differential effect by baseline test score level, parental education, or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.
dc.language.isoeng
dc.titleSmall-Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment
dc.title.alternativeSmall-Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.description.versionpublishedVersion
dc.source.pagenumber8
dc.source.volume216
dc.source.journalJournal of Public Economics
dc.identifier.doi10.1016/j.jpubeco.2022.104765
dc.identifier.cristin2071863
dc.relation.projectNorges forskningsråd: 256217
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode2


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