How age at entry at school affects future educational and socio-emotional outcomes: evidence from PISA

Pauline Givord

No 2020-27, Working Papers from Center for Research in Economics and Statistics

Abstract: This study provides new empirical evidences of birthday effects over a range of educational and socio-emotional outcomes. It relies on data from the recent cycles of the Program for International School Assessment (PISA), for 6 European countries. The age at entry has a significant and sizeable impact on cognitive outcomes as measured in PISA for 15-year-old students. The magnitude of the birthday effects on no cognitive dimensions varies, but overall the results suggest that those students who enter school relatively young have a more negative relationships at school with their teachers and peers. These students have also lower intrinsic motivation and self-esteem, and have less more ambitious educational expectation than their peers who entered school older.

Keywords: Birthday effects; PISA; Instrumental Variables; socio-emotional outcomes. (search for similar items in EconPapers)
Pages: 32 pages
Date: 2020-11-10
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://crest.science/RePEc/wpstorage/2020-27.pdf CREST working paper version (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:crs:wpaper:2020-27

Access Statistics for this paper

More papers in Working Papers from Center for Research in Economics and Statistics Contact information at EDIRC.
Bibliographic data for series maintained by Secretariat General () and Murielle Jules Maintainer-Email : murielle.jules@ensae.Fr.