G2TT
来源类型Working Paper
规范类型报告
DOI10.3386/w21610
来源IDWorking Paper 21610
The Gift of Time? School Starting Age and Mental Health
Thomas S. Dee; Hans Henrik Sievertsen
发表日期2015-10-05
出版年2015
语种英语
摘要In many developed countries, children now begin their formal schooling at an older age. However, a growing body of empirical studies provides little evidence that such schooling delays improve educational and economic outcomes. This study presents new evidence on whether school starting age influences student outcomes by relying on linked Danish survey and register data that include several distinct, widely used, and validated measures of mental health that are reported out-of-school among similarly aged children. We estimate the causal effects of delayed school enrollment using a "fuzzy" regression-discontinuity design based on exact dates of birth and the fact that, in Denmark, children typically enroll in school during the calendar year in which they turn six. We find that a one-year delay in the start of school dramatically reduces inattention/hyperactivity at age 7 (effect size = -0.7), a measure of self regulation with strong negative links to student achievement. We also find that this large and targeted effect persists at age 11. However, the estimated effects of school starting age on other mental-health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.
主题Health, Education, and Welfare ; Health ; Education
URLhttps://www.nber.org/papers/w21610
来源智库National Bureau of Economic Research (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/579284
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GB/T 7714
Thomas S. Dee,Hans Henrik Sievertsen. The Gift of Time? School Starting Age and Mental Health. 2015.
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