Actual age at school entry, educational outcomes, and earnings

Kawaguchi, Daiji

doi:10.1016/j.jjie.2009.02.002

Cited by 99 publications

(97 citation statements)

References 20 publications

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“…Crawford, Dearden, and Greaves (2013) find that the youngest within an academic cohort is 1.2 percentage points less likely to achieve a degree level qualification, but find no effects on labor market outcomes when investigating earnings on the whole cross-section of individuals aged 25-64. Kawaguchi (2011) finds that the youngest in class has lower educational attainment than the oldest in class, and the effects are particularly strong for males. Observing earnings at age 30-34 he finds that the youngest men within a school cohort have 4% lower earnings than the oldest.…”

Section: Theoretical Framework and Previous Literaturementioning

confidence: 97%

Left behind by birth month

Solli

2017

Education Economics

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Utilizing comprehensive administrative data from Norway I investigate long-term birth month effects. I demonstrate that the oldest children in class have a substantially higher GPA than their younger peers. The birth month differences are larger for low-SES children. Furthermore, I find that the youngest children in class are lagging significantly behind their older peers on the educational track, and need more time to reach the same level of earnings. ARTICLE HISTORY

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Section: Theoretical Framework and Previous Literaturementioning

confidence: 97%

Left behind by birth month

Solli

2017

Education Economics

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“…A study by Kawaguchi (2011) states effects in favor of older students in Grade 4 mathematics in Japan. However, a study by Crone and Whitehurst (1999) for the United States finds relative age effects in favor of the relatively older in literacy skills at the beginning of formal schooling, but no relative age effects for reading skills by the time students reach the end of first grade.…”

Section: Literature Reviewmentioning

confidence: 99%

Relative Age Effects in Mathematics and Reading: Investigating the Generalizability across Students, Time and Classes

Thoren¹,

Heinig

Brunner³

2016

Front. Psychol.

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A child's age in comparison to the age of her or his classmates (relative age) has been found to be an influential factor on academic achievement, particularly but not exclusively at the beginning of formal schooling. However, few studies have focused on the generalizability of relative age effects. To close this gap, the present study analyzes the generalizability across students with and without immigrant backgrounds, across three student cohorts that entered school under a changing law of school enrollment, and across classes. To this end, we capitalized on representative large-scale data sets from three student cohorts attending public schools in Berlin, the capital of Germany. We analyzed the data using a multilevel framework. Our results for the overall student sample indicate relative age effects for reading and mathematics in favor of the relatively older students in Grade 2 that become somewhat smaller in size in Grade 3. By Grade 8, relative age effects had vanished in reading and had even reversed in favor of the relatively young in mathematics. Furthermore, relative age effects were not found to be systematically different among students with and without immigrant backgrounds, student cohorts, or across classes. Taken together, these results empirically underscore the broad generalizability of the findings as found for the overall student population and replicate the pattern of findings on relative effects as identified by the majority of previous studies.

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“…As 1 See for example, Bedard and Dhuey (2006), Datar (2006), Crawford et al (2007), Puhani and Weber (2007), McEwan and Shapiro (2008), Lubotsky (2009), Smith (2009), Kawaguchi (2011), Cook andKang (2016), Lubotsky and Kaestner (2016), McAdams (2016), Landerso et al (2017b) and Attar and Cohen-Zada (2017). Some other outcomes investigated in this literature include high school leadership (Dhuey and Lipscomb 2008), pre-academic university tracks and enrollment in selective universities (Bedard and Dhuey 2006), and disability identification and special education (Dhuey and Lipscomb 2010;Elder and Lubotsky 2009;Evans et al 2010;Morrow et al 2012) 2 For instance, Fredriksson and Ockert (2014) and Kawaguchi (2011) find that older children at school entry earn higher wages; and Du et al (2012) find that they are more likely to be a corporate CEO. In contrast, Black et al (2011), Dobkin and Ferreira (2010), and Fertig and Kluve (2005) find no such long-term wage effects.…”

Section: Introductionmentioning

confidence: 99%

School Starting Age and Cognitive Development

Dhuey

Figlio

Karbownik³

et al. 2017

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We present evidence of a positive relationship between school starting age and children's cognitive development from age 6 to 15 using a regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being relatively old for grade (being born in September versus August) that are remarkably stablealways just around 0.2 SD difference in test scores -across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September-August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects effectively disappears. We document substantial variation in compensatory behaviors targeted towards young for grade children. While the more affluent families tend to redshirt their children, young for grade children from less affluent families are more likely to be retained in grades prior to testing. School district practices regarding retention and redshirting are correlated with improved outcomes for the groups less likely to use those remediation approaches (i.e., retention in the case of more-affluent families and redshirting in the case of less-affluent families.) We also study college and juvenile detention outcomes using administrative data from a large Florida school district, and show that being an older age at school entry increases children's college attainment and reduces the likelihood of being incarcerated for juvenile crime.

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Actual age at school entry, educational outcomes, and earnings

Cited by 99 publications

References 20 publications

Left behind by birth month

Left behind by birth month

Relative Age Effects in Mathematics and Reading: Investigating the Generalizability across Students, Time and Classes

School Starting Age and Cognitive Development

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