| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w23660 |
| 来源ID | Working Paper 23660 |
| School Starting Age and Cognitive Development | |
| Elizabeth Dhuey; David Figlio; Krzysztof Karbownik; Jeffrey Roth | |
| 发表日期 | 2017-08-14 |
| 出版年 | 2017 |
| 语种 | 英语 |
| 摘要 | We present evidence of a positive relationship between school starting age and children’s cognitive development from age 6 to 15 using a regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being relatively old for grade (being born in September versus August) that are remarkably stable – always just around 0.2 SD difference in test scores – across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September-August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects effectively disappears. We document substantial variation in compensatory behaviors targeted towards young for grade children. While the more affluent families tend to redshirt their children, young for grade children from less affluent families are more likely to be retained in grades prior to testing. School district practices regarding retention and redshirting are correlated with improved outcomes for the groups less likely to use those remediation approaches (i.e., retention in the case of more-affluent families and redshirting in the case of less-affluent families.) We also study college and juvenile detention outcomes using administrative data from a large Florida school district, and show that being an older age at school entry increases children’s college attainment and reduces the likelihood of being incarcerated for juvenile crime. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w23660 |
| 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/581334 |
| 推荐引用方式 GB/T 7714 | Elizabeth Dhuey,David Figlio,Krzysztof Karbownik,et al. School Starting Age and Cognitive Development. 2017. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w23660.pdf（1090KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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