Maturity and School Outcomes in an Inflexible System: Evidence from Catalonia

Caterina Calsamiglia and Annalisa Loviglio

Working Papers from CEMFI

Abstract: Having a unique cut-off to determine when children can access school induces a large heterogeneity in maturity to coexist in a classroom. We use rich administrative data of the universe of public schools in Catalonia to show that: 1) Relatively younger children do significantly worse both in tests administered at the school level and at the regional level, and they experience greater retention; 2) Younger children in our data exhibit higher dropout rates and chose the academic track in secondary school less often; 3) The effect is homogeneous across SES and significant across the whole ability distribution; 4) Younger children are more frequently diagnosed with learning disabilities.

Keywords: Human capital; educational economics; kindergarten cutoff. (search for similar items in EconPapers)
JEL-codes: H75 I21 I28 (search for similar items in EconPapers)
Date: 2016-12
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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Citations: View citations in EconPapers (5)

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Related works:
Journal Article: Maturity and school outcomes in an inflexible system: evidence from Catalonia (2020)
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Persistent link: https://EconPapers.repec.org/RePEc:cmf:wpaper:wp2016_1613

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