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How age at entry at school affects future educational and socio-emotional outcomes: evidence from PISA

Author

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  • Pauline GIVORD

    (INSEE-CREST-LIEPP)

Abstract

This study provides new empirical evidences of birthday effects over a range of educational and socio-emotional outcomes. It relies on data from the recent cycles of the Program for International School Assessment (PISA), for 6 European countries. The age at entry has a significant and sizeable impact on cognitive outcomes as measured in PISA for 15-year-old students. The magnitude of the birthday effects on no cognitive dimensions varies, but overall the results suggest that those students who enter school relatively young have a more negative relationships at school with their teachers and peers. These students have also lower intrinsic motivation and self-esteem, and have less more ambitious educational expectation than their peers who entered school older.

Suggested Citation

  • Pauline GIVORD, 2020. "How age at entry at school affects future educational and socio-emotional outcomes: evidence from PISA," Working Papers 2020-27, Center for Research in Economics and Statistics.
    • Handle: RePEc:crs:wpaper:2020-27
    as

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    Keywords

    Birthday effects; PISA; Instrumental Variables; socio-emotional outcomes.;
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