How and why does age at kindergarten entry matter?
AbstractThose who have spent time in a kindergarten classroom know that there are remarkable differences in children's skills. Research has shown that these skill differences are strongly tied to age, with students who enter kindergarten later in life doing better than younger entrants. Moreover, an "entry-age achievement gap" has been found to persist until as late as the eighth or ninth grade. ; In this Economic Letter, I describe possible interpretations of the entry-age achievement gap, along with their implications, and discuss new empirical research attempting to establish their relative importance.
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Bibliographic InfoArticle provided by Federal Reserve Bank of San Francisco in its journal FRBSF Economic Letter.
Volume (Year): (2008)
Issue (Month): aug8 ()
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- Sandra E. Black & Paul J. Devereux & Kjell G. Salvanes, 2008.
"Too Young to Leave the Nest: The Effects of School Starting Age,"
NBER Working Papers
13969, National Bureau of Economic Research, Inc.
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- Black, Sandra E. & Devereux, Paul J. & Salvanes, Kjell G., 2008. "Too Young to Leave the Nest? The Effects of School Starting Age," IZA Discussion Papers 3452, Institute for the Study of Labor (IZA).
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- David Deming & Susan Dynarski, 2008.
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NBER Working Papers
14124, National Bureau of Economic Research, Inc.
- Joshua Angrist & Alan Krueger, 1990.
"Does Compulsory School Attendance Affect Schooling and Earnings?,"
653, Princeton University, Department of Economics, Industrial Relations Section..
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- Joshua D. Angrist & Alan B. Krueger, 1990. "Does Compulsory School Attendance Affect Schooling and Earnings?," NBER Working Papers 3572, National Bureau of Economic Research, Inc.
- Elizabeth Cascio & Diane Whitmore Schanzenbach, 2007. "First in the Class? Age and the Education Production Function," NBER Working Papers 13663, National Bureau of Economic Research, Inc.
- Elizabeth U. Cascio & Ethan G. Lewis, 2006. "Schooling and the Armed Forces Qualifying Test: Evidence from School-Entry Laws," Journal of Human Resources, University of Wisconsin Press, vol. 41(2).
- Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, MIT Press, vol. 121(4), pages 1437-1472, November.
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