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Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data

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  • Mühlenweg, Andrea M.
  • Blomeyer, Dorothea
  • Laucht, Manfred

Abstract

We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: These children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance. --

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Bibliographic Info

Paper provided by ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research in its series ZEW Discussion Papers with number 11-017.

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Date of creation: 2011
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Handle: RePEc:zbw:zewdip:11017

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Keywords: Education; identification; instrumental variables; age at school entry (ASE);

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  1. Elizabeth Dhuey & Stephen Lipscomb, 2010. "Disabled or Young? Relative Age and Special Education Diagnoses in Schools," Mathematica Policy Research Reports 6738, Mathematica Policy Research.
  2. 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).
  3. Flavio Cunha & James J. Heckman & Lance Lochner & Dimitriy V. Masterov, 2005. "Interpreting the Evidence on Life Cycle Skill Formation," NBER Working Papers 11331, National Bureau of Economic Research, Inc.
  4. Todd E. Elder & Darren H. Lubotsky, 2009. "Kindergarten Entrance Age and Children’s Achievement: Impacts of State Policies, Family Background, and Peers," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
  5. Elder, Todd E., 2010. "The importance of relative standards in ADHD diagnoses: Evidence based on exact birth dates," Journal of Health Economics, Elsevier, vol. 29(5), pages 641-656, September.
  6. Evans, William N. & Morrill, Melinda S. & Parente, Stephen T., 2010. "Measuring inappropriate medical diagnosis and treatment in survey data: The case of ADHD among school-age children," Journal of Health Economics, Elsevier, vol. 29(5), pages 657-673, September.
  7. Dickert-Conlin, Stacy & Elder, Todd, 2010. "Suburban legend: School cutoff dates and the timing of births," Economics of Education Review, Elsevier, vol. 29(5), pages 826-841, October.
  8. 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.
  9. Andrea M. Mühlenweg & Patrick A. Puhani, 2010. "The Evolution of the School-Entry Age Effect in a School Tracking System," Journal of Human Resources, University of Wisconsin Press, vol. 45(2).
  10. Fredriksson, Peter & Öckert, Björn, 2005. "Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance," IZA Discussion Papers 1659, Institute for the Study of Labor (IZA).
  11. Dhuey, Elizabeth & Lipscomb, Stephen, 2008. "What makes a leader? Relative age and high school leadership," Economics of Education Review, Elsevier, vol. 27(2), pages 173-183, April.
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Cited by:
  1. Edwards, Ben & Fiorini, Mario & Stevens, Katrien & Taylor, Matthew, 2013. "Is Monotonicity in an IV and RD design testable? No, but you can still check it," Working Papers 2013-06, University of Sydney, School of Economics.
  2. Ben Edwards & Mario Fiorini & Katrien Stevens & Matthew Taylor, 2013. "Is Monotonicity in an IV and RD Design Testable? No, But You Can Still Check on it," Working Paper Series 7, Economics Discipline Group, UTS Business School, University of Technology, Sydney.
  3. Claire Crawford & Lorraine Dearden & Ellen Greaves, 2013. "The drivers of month of birth differences in children's cognitive and non-cognitive skills: a regression discontinuity analysis," DoQSS Working Papers 13-06, Department of Quantitative Social Science - Institute of Education, University of London.
  4. Nam, Kigon, 2014. "Until when does the effect of age on academic achievement persist? Evidence from Korean data," Economics of Education Review, Elsevier, vol. 40(C), pages 106-122.

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