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The Long-Lasting Effects Of School Entry Age: Evidence From Italian Students

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  • Michela Ponzo

    ()

  • Vincenzo Scoppa

    ()
    (Dipartimento di Economia e Statistica, Università della Calabria)

Abstract

Using data for 9, 13 and 15-year-old students from three different datasets (PIRLS-2006, TIMSS-2007 and PISA-2009), we investigate whether the age at school entry affects children school performance at the fourth, eighth and tenth grade levels. Since student’s age in a grade may be endogenous, we use an Instrumental Variable estimation strategy exploiting the exogenous variations in the month of birth coupled with the entry school cut-off date. We find that younger children score substantially lower than older peers at the fourth, the eighth and the tenth grade. The advantage of older students does not dissipate as they grow older. We do not find any significant effect of the relative age of a child with respect to the classmates’ age. Finally, we show that secondary school students are more likely to be tracked in more academic schools rather than in vocational schools if they are born in the early months of the year.

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File URL: http://www.ecostat.unical.it/RePEc/WorkingPapers/WP01_2011.pdf
File Function: First version, 2011-01
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Bibliographic Info

Paper provided by Università della Calabria, Dipartimento di Economia, Statistica e Finanza (Ex Dipartimento di Economia e Statistica) in its series Working Papers with number 201101.

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Length: 22 pages
Date of creation: Jan 2011
Date of revision:
Handle: RePEc:clb:wpaper:201101

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Postal: Università della Calabria, Dipartimento di Economia, Statistica e Finanza, Ponte Pietro Bucci, Cubo 0/C, I-87036 Arcavacata di Rende, CS, Italy
Phone: +39 0984 492413
Fax: +39 0984 492421
Web page: http://www.unical.it/portale/strutture/dipartimenti_240/disesf/
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Related research

Keywords: school entry age; educational production function; student achievement; choice of track; instrumental variables; Italy; PIRLS; TIMSS; PISA;

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References

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  1. Hendrik Jürges & Kerstin Schneider, 2007. "What can go wrong will go wrong: Birthday effects and early tracking in the German school system," MEA discussion paper series, Munich Center for the Economics of Aging (MEA) at the Max Planck Institute for Social Law and Social Policy 07138, Munich Center for the Economics of Aging (MEA) at the Max Planck Institute for Social Law and Social Policy.
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Cited by:
  1. Ponzo, Michela, 2012. "Does bullying reduce educational achievement? An evaluation using matching estimators," MPRA Paper 36064, University Library of Munich, Germany.
  2. Stefania Marcassa, 2013. "Unemployment Duration of Spouses: Evidence From France," Working Papers hal-00869323, HAL.
  3. 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.
  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. 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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