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School Starting Age and Crime

  • Rasmus Landersø

    ()

    (Department of Economics and Business, Aarhus University)

  • Helena Skyt Nielsen

    ()

    (Department of Economics and Business, Aarhus University)

  • Marianne Simonsen

    ()

    (Department of Economics and Business, Aarhus University)

This paper investigates the effects of school starting age on crime while relying on variation in school starting age induced by administrative rules; we exploit that Danish children typically start first grade in the calendar year they turn seven, which gives rise to a discontinuity in children’s school starting age. Analyses are carried out using register-based Danish data. We find that higher age at school start lowers the propensity to commit crime, but that this reduction is caused by incapacitation while human capital accumulation is unaffected. Importantly, we also find that the individuals who benefit most from being old-for-grade are those with high latent abilities whereas those with low latent ability seem to be unaffected by being old-for-grade in school.

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File URL: ftp://ftp.econ.au.dk/afn/wp/13/wp13_03.pdf
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Paper provided by School of Economics and Management, University of Aarhus in its series Economics Working Papers with number 2013-03.

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Length: 45
Date of creation: 25 Feb 2013
Date of revision:
Handle: RePEc:aah:aarhec:2013-03
Contact details of provider: Web page: http://www.econ.au.dk/afn/

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  4. Sandra E. Black & Paul J. Devereux & Kjell G. Salvanes, 2013. "Under Pressure? The Effect of Peers on Outcomes of Young Adults," Journal of Labor Economics, University of Chicago Press, vol. 31(1), pages 119 - 153.
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  9. 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.
  10. Claire Crawford & Lorraine Dearden & Costas Meghir, 2010. "When you are born matters: the impact of date of birth on educational outcomes in England," DoQSS Working Papers 10-09, Department of Quantitative Social Science - UCL Institute of Education, University College London.
  11. Alejandro Gaviria & Steven Raphael, 2001. "School-Based Peer Effects And Juvenile Behavior," The Review of Economics and Statistics, MIT Press, vol. 83(2), pages 257-268, May.
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