1+1 project

• Green, Colin; Nyhus, Ole Henning & Salvanes, Kari Vea (2022). How does testing young children influence educational attainment and well-being? Working Paper Series at Department of Economics, NTNU. Full text in Research Archive Show summary

  How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming impact on educational performance. Others see early testing of children as a necessary instrument for identifying early underachievement and educational targeting while incentivising schools to improve the educational performance of children. In practice, there is large cross-country variation in testing regimes. We exploit random variation in test-taking in mathematics among early primary school children in Norway, a low testing environment. We examine two forms of testing, complex but low-stakes mathematics tests and relatively easy screening tests aimed at identifying children in need of educational assistance. In general, we demonstrate zero effects of testing exposure on later test score performance but some benefits for screening tests on low-performing students. While we demonstrate no negative effects on student welfare, we do find an indication that testing improves aspects of teaching practices and students’ perceptions of teacher feedback and engagement.

• Bonesrønning, Hans; Finseraas, Henning; Hardoy, Ines; Iversen, Jon Marius Vaag; Nyhus, Ole Henning & Opheim, Vibeke [Show all 9 contributors for this article] (2022). Small-group instruction to improve student performance in mathematics in early grades: Results from a randomized field experiment. Journal of Public Economics. 216. doi: 10.1016/j.jpubeco.2022.104765. Full text in Research Archive Show summary

  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 strug- gling 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 seek- ing to use additional teaching resources to target a heterogeneous student population efficiently.

• Hall, Caroline; Hardoy, Ines & Lundin, Martin (2022). Schooling in the Nordic countries during the COVID-19 pandemic. Nordic Economic Policy Review. p. 142–187. doi: 10.6027/nord2022-001. Show summary

  This article gives an overview of the extent of school closures and use of distance learning in the Nordic countries during the COVID-19 pandemic. We also discuss expected effects on student outcomes. Surveys indicate that the Nordic education systems were relatively well-prepared for a transition to distance learning in terms of access to digital technology. Sweden kept compulsory schools open to a greater extent than the other countries, while policies at the upper-secondary level were more similar across the region. Research suggests that school closures can be expected to have long-term negative effects on skill formation and future earnings and that the negative impacts are likely to be larger for disadvantaged students and larger the younger the students were when exposed to remote instruction. The size of the long-term impact will eventually depend on the success of policies put in place to counteract the potential negative effects on student learning.

• Bubikova-Moan, Jarmila & Opheim, Vibeke (2020). ‘It’s a jigsaw puzzle and a challenge’: critical perspectives on the enactment of an RCT on small-group tuition in mathematics in Norwegian lower-elementary schools. Journal of Education Policy. doi: 10.1080/02680939.2020.1856931. Full text in Research Archive Show summary

  Today’s schools are faced with increasingly complex demands of juggling their core educational tasks alongside multi-dimensional policy bids for reform, development and change. In this paper, we conceptualize our own RCT research on small-group tuition in mathematics in Norwegian lower elementary schools as a policy-relevant measure and part of a broader trend of evidence-based practice (EBP). Taking six of the participating schools as our empirical vantage point, we critically examine how they experience the project enactment against the broader canvas of their everyday, situated realities. Interviews with teachers and school principals show that while there is a near-unanimous agreement about the pedagogical merits of small-group tuition, enacting the RCT in practice creates multiple challenges, problems and tensions that the schools deal with in their unique ways. We argue that safeguarding local flexibility, autonomy and freedom in the face of imposed rigidity, multiple policy demands and changing circumstances are key issues to consider in planning, designing and committing to interventional research in educational policy settings.

• Pontoppidan, Maiken; Keilow, Maria; Dietrichson, Jens; Solheim, Oddny Judith; Opheim, Vibeke & Gustafson, Stefan [Show all 7 contributors for this article] (2018). Randomised controlled trials in Scandinavian educational research. Educational Research. 60(3), p. 311–335. doi: 10.1080/00131881.2018.1493351. Full text in Research Archive Show summary

  Background: The Scandinavian countries have a long history of implementing social interventions, but the interventions have not been examined using randomised controlled trials until relatively recently compared with countries like the United States and the United Kingdom. Purpose: The purpose of this paper is to examine the history of randomised controlled trials in Scandinavian compulsory schools (grades 0–10; pupil ages 6–15). Specifically, we investigate drivers and barriers for randomised controlled trials in educational research and the differences between the three Scandinavian countries Denmark, Norway, and Sweden. Methods: To locate relevant trials, we performed a systematic search of four bibliographic databases and a search for grey literature. Results were combined with trials located through direct contact with researchers and government officials. A trial was included if one or more interventions were randomly assigned to groups of students and carried out in a school setting with the primary aim of improving the academic performance of children aged 6–15 in grades 0–10 in Denmark, Norway, or Sweden. We included both conducted and ongoing trials. Publications that seemed relevant were screened based on full-text versions. Data extraction included information from the included studies on grade level, study period, sample size (N), project owner, funding source, and theme. In addition, we conducted two semi-structured interviews by phone or in person with central employees in funding agencies and ministries and 25 correspondences with researchers and policymakers. Findings and conclusion: RCTs in grades 0–10 were few in all of Scandinavia until about 2011, after which there was an increase in all three countries, although at different rates. The largest number of trials has been conducted in Denmark, and the increase is more marked in Denmark and Norway compared with Sweden. International trends towards more impact evaluations and results from international comparisons such as PISA have likely affected the development in all countries, but while many trials in Denmark and Norway are the result of policy initiatives, only one such example in Sweden was identified. We believe the lack of government initiatives to promote RCTs in Sweden is the most likely explanation for the differences across the Scandinavian countries. Funding and coordination from the government are often crucial for the implementation of RCTs and are likely more important in smaller countries such as the Scandinavian ones. Supporting institutions have now been established in all three countries, and we believe that the use of RCTs in Scandinavian educational research is likely to continue.

• Solheim, Oddny Judith & Opheim, Vibeke (2018). Beyond class size reduction: Towards more flexible ways of implementing a reduced pupil-teacher ratio. International Journal of Educational Research. p. 1–8. doi: 10.1016/j.ijer.2018.10.008. Full text in Research Archive Show summary

  The effect of a reduced pupil–teacher ratio has mainly been investigated as that of reduced class size. Hence we know little about alternative methods of reducing the pupil–teacher ratio. Deploying additional teachers in selected subjects may be a more flexible way, both pedagogically and financially, to exploit the opportunities for adapting instruction inherent in reducing the number of students under a teacher’s responsibility. In this paper, we discuss limitations to previous class-size research and suggest more flexible ways to implement a reduced pupil–teacher ratio. One alternative approach is illustrated with a change in national policy in Norway to increase teacher density as well as research following this initiative.

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• Bonesrønning, Hans; Finseraas, Henning; Hardoy, Ines; Vaag Iversen, Jon Marius; Nyhus, Ole Henning & Opheim, Vibeke [Show all 9 contributors for this article] (2018). Pre-analysis plan: The Effect of Small Group Instruction in Mathematics for Pupils in Lower Elementary School. EGAP/OSF Registry. Full text in Research Archive

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• Sandsør, Astrid Marie Jorde & Salvanes, Kari Vea (2023). Smågruppeundervisning i matematikk bedrer elevenes læringsresultater. Bedre Skole. Bedre skole 2 2023.
• Salvanes, Kari Vea (2022). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment.
• Salvanes, Kari Vea; Opheim, Vibeke & Sandsør, Astrid Marie Jorde (2022). Flere lærere kan gi bedre elevresultater. Dagens næringsliv.
• Salvanes, Kari Vea (2022). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment.
• Sandsør, Astrid Marie Jorde (2022). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment.
• Bubikova-Moan, Jarmila & Opheim, Vibeke (2022). Hjelp, forskerne kommer! Erfaringer med randomisert kontrollert studie i småskolen . Bedre Skole. p. 58–62.
• Salvanes, Kari Vea; Nyhus, Ole Henning Risnes & Opheim, Vibeke (2022). 1+1 prosjektet. Smågruppeundervisning i matematikk for elever på barnetrinnet. Formidlingsseminar: Resultater fra prosjektet.
• Bubikova-Moan, Jarmila & Opheim, Vibeke (2021). Enacting an RCT on small-group mathematics tuition in elementary schools: practitioners' voices.
• Sandsør, Astrid Marie Jorde (2021). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment.
• Sandsør, Astrid Marie Jorde (2021). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment.
• Sandsør, Astrid Marie Jorde (2020). Forsøk i skolen. Bedre Skole. p. 57–60.
• Opheim, Vibeke (2018). 1+1 prosjektet. Smågruppeundervisning i matematikk for elever på barnetrinnet. Status og foreløpige resultater.
• Flatø, Martin; Sandsør, Astrid Marie Jorde; Ulriksen, Robin; Belanger, Julie & Sutherland, Alex (2017). RCT – en metode for politikkrelevant utdanningsforskning.
• Salvanes, Kari Vea (2017). 1+1 Project. Small group Instruction in Mathematics for Pupils in lower primary school.
• Salvanes, Kari Vea (2017). 1+1 prosjektet. Smågruppeundervisning i matematikk for elever på barnetrinnet.
• Opheim, Vibeke (2017). 1+1 prosjektet. Smågruppeundervisning i matematikk for elever på barnetrinnet.
• Opheim, Vibeke (2016). 1+1 Project Small group Instruction in Mathematics for Pupils Level 1-4.
• Opheim, Vibeke (2016). 1+1 prosjektet. Smågruppeundervisning i matematikk for elever på barnetrinnet.

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