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The Evolution of the School-Entry Age Effect in a School Tracking System

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  • Andrea M. Mühlenweg
  • Patrick A. Puhani

Abstract

In Germany, students are streamed at age ten into an academic or non-academic track. We demonstrate that the randomly allocated disadvantage of being born just before as opposed to just after the cutoff date for school entry leads to substantially different schooling experiences. Relatively young students are initially only two-thirds as likely to be assigned to the academic track. The possibility to defer tracking to age 12 does not attenuate school-entry age’s effect on track attendance. Some mitigation of the effect occurs only at the second time when educational institutions facilitate track modification when students are about age 16.

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Bibliographic Info

Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 45 (2010)
Issue (Month): 2 ()
Pages:

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Handle: RePEc:uwp:jhriss:v:45:y:2010:i2:p407-438

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Web page: http://jhr.uwpress.org/

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Cited by:
  1. Mühlenweg, Andrea M., 2010. "Young and innocent: International evidence on age effects within grades on victimization in elementary school," Economics Letters, Elsevier, Elsevier, vol. 109(3), pages 157-160, December.
  2. Nam, Kigon, 2014. "Until when does the effect of age on academic achievement persist? Evidence from Korean data," Economics of Education Review, Elsevier, Elsevier, vol. 40(C), pages 106-122.
  3. Masakazu Hojo, 2011. "Education Production Function and Class-Size Effects in Japanese Public Schools," Global COE Hi-Stat Discussion Paper Series, Institute of Economic Research, Hitotsubashi University gd11-194, Institute of Economic Research, Hitotsubashi University.
  4. Claire Crawford & Lorraine Dearden & Ellen Greaves, 2013. "Identifying the drivers of month of birth differences in educational attainment," IFS Working Papers, Institute for Fiscal Studies W13/09, Institute for Fiscal Studies.
  5. Mühlenweg, Andrea M. & Blomeyer, Dorothea & Laucht, Manfred, 2011. "Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data," ZEW Discussion Papers, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research 11-017, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  6. Büttner, Bettina & Thomsen, Stephan L., 2010. "Are we spending too many years in school? Causal evidence of the impact of shortening secondary school duration," ZEW Discussion Papers, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research 10-011, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  7. Hojo, Masakazu & Oshio, Takashi, 2010. "What factors determine student performance in East Asia? New evidence from TIMSS 2007," PIE/CIS Discussion Paper, Center for Intergenerational Studies, Institute of Economic Research, Hitotsubashi University 494, Center for Intergenerational Studies, Institute of Economic Research, Hitotsubashi University.
  8. Claire Crawford & Lorraine Dearden & Ellen Greaves, 2013. "The impact of age within academic year on adult outcomes," DoQSS Working Papers, Department of Quantitative Social Science - Institute of Education, University of London 13-05, Department of Quantitative Social Science - Institute of Education, University of London.
  9. Claire Crawford & Lorraine Dearden & Ellen Greaves, 2013. "Identifying the drivers of month of birth differences in educational attainment," DoQSS Working Papers, Department of Quantitative Social Science - Institute of Education, University of London 13-07, Department of Quantitative Social Science - Institute of Education, University of London.

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