School Starting Age and The Crime‐Age Profile

Landersø, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

doi:10.1111/ecoj.12325

Cited by 76 publications

(73 citation statements)

References 34 publications

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“…Thus, if anything, children enrolled in center based are younger when taking the test than children enrolled in family day care. shown to be a good approximation; see Landersø et al (2013).…”

Section: Mechanismsmentioning

confidence: 98%

Academic performance and type of early childhood care

Gupta

Simonsen

2016

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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Section: Mechanismsmentioning

confidence: 98%

Academic performance and type of early childhood care

Gupta

Simonsen

2016

Economics of Education Review

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“…There are a few studies which investigate the relationship between school starting age and youth crime. Landersø et al (2016b) study the eect of school starting age on the probability to commit crime in youth. They use a regression discontinuity design with Danish data and nd that higher relative school starting age decreases the probability to commit crime before the age of 19 by 2 percentage points for girls and by 5 percentage points for boys.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, I have information on the age at which the individual has graduated from comprehensive school. Thus, I approximate the school starting age in a manner similar to Landersø et al (2016b). I dene an indicator variable which measures whether the individual is old in the class.…”

Section: Datamentioning

confidence: 99%

“…However, among the individuals born in the beginning of the year, there were more children who started school at an especially young age and fewer children who started the school at an especially old age compared to the individuals born in the end of the year. I cannot rule out this kind of behavior in Finland, but as Landersø et al (2016b) note in the case of Denmark, it would be very inconsistent for the parents to prefer the child to be one of the oldest in the peer group if she was born in December and choose the opposite if the child was born in January.…”

Section: Fuzzy Regression Discontinuity Design and Latementioning

confidence: 99%

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The Effects of Relative School Starting Age on Educational Outcomes in Finland

Kaila

2017

SSRN Journal

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In Finland, children start school during the calendar year they turn seven years old. This creates a discontinuous jump in school starting age. Children born after New Year are on average one year older at the beginning of first grade than the children born before New Year. There exists a rich literature which uses school entry rules like this to study the effects of relative school starting age on various outcomes. This thesis investigates how the relative age difference affects educational outcomes in Finland.The primary data source of this thesis is the joint application register of the Finnish National Board of Education. The sample includes individuals who have applied to upper secondary school during the year they have graduated from comprehensive school between years 1991-2007. Furthermore, the individuals are linked to the Finnish Longitudinal Employer-Employee database. My main outcome variables are the grade point average (GPA) at the end of comprehensive school, and the probability of admittance and graduation from general upper secondary school. I utilize a regression discontinuity design to study whether the discontinuous jump in the school starting age at turn of the year affects these educational outcomes. I estimate the effect in window of ±30 days around new year.I find that the school starting age law generates a significant jump in the school starting age at the turn of the year, which in turn affects educational outcomes. According to my results, those who are born just after new year have on average a 0.15 grade points higher GPA and are significantly more likely to be admitted to and graduate from general upper secondary school. School starting rule is not completely binding. To take this into account, I use a fuzzy regression discontinuity design and show that the estimates on compliers are higher. The findings may be taken as a causal effect of relative school starting age. To support this, I show that the density of assignment variable and various background variables evolve continuously in the vicinity of New Year. Finally, I study heterogeneity in the results and find that the effect is significantly stronger for women than men. My results indicate that the magnitude of relative school starting age effect is similar to what has been found in other countries. This contradicts previous studies on Finland, which document smaller effects.There are three mechanisms which may explain the difference. Firstly, the deviation may arise from the optimal school starting age. Secondly, the gaps may be caused by peer effects and, lastly, relatively older children may perform better since they take the exams at an older age. I cannot distinguish between the different channels, and hence my results should be taken as a combined effect of all mechanisms. Suomessa opintovelvollisuus alkaa sinä vuonna kun lapsi täyttää seitsemän vuotta. Tästä seuraa se, että alkuvuodesta syntyneet lapset aloittavat koulun keskimäärin vuoden vanhempana kuin loppuvuodesta syntyneet. Sitä miten tämänkaltainen suhtee...

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“…Det er imidlertid klare negative virkninger av å vaere relativt yngre i klassen på kortere sikt: I tillegg til de mange studiene som viser dårligere karakterer for barn født sent på året, fins etterhvert en rekke studier som viser at barn født sent på året har disproporsjonalt mye høyere sannsynlighet for å bli diagnostisert med ADHD enn barn født tidlig på året (Karlstad, Furu, Stoltenberg, Håberg & Bakken 2017;Schwandt & Wuppermann 2016), at de har større risiko for å få andre psykiske problemer (Black mfl. 2011) og at de har høyere sannsynlighet for å bli tatt for kriminell atferd (Landersø, Skyt Nielsen & Simonsen 2017).…”

Section: Litteraturunclassified