dc.contributor.author | Bonesrønning, Hans | |
dc.contributor.author | Finseraas, Henning | |
dc.contributor.author | Hardoy, Ines | |
dc.contributor.author | Iversen, Jon Marius Vaag | |
dc.contributor.author | Nyhus, Ole Henning | |
dc.contributor.author | Opheim, Vibeke | |
dc.contributor.author | Salvanes, Kari Vea | |
dc.contributor.author | Sandsør, Astrid Marie Jorde | |
dc.contributor.author | Schøne, Pål | |
dc.date.accessioned | 2023-01-20T13:13:16Z | |
dc.date.available | 2023-01-20T13:13:16Z | |
dc.date.created | 2022-11-10T13:22:20Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Journal of Public Economics. 2022, 216 . | en_US |
dc.identifier.issn | 0047-2727 | |
dc.identifier.uri | https://hdl.handle.net/11250/3044974 | |
dc.description.abstract | We 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. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Small-Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment | en_US |
dc.title.alternative | Small-Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 8 | en_US |
dc.source.volume | 216 | en_US |
dc.source.journal | Journal of Public Economics | en_US |
dc.identifier.doi | https://doi.org/10.1016/j.jpubeco.2022.104765 | |
dc.identifier.cristin | 2071863 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |