How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA Documents de travail

Pauline Givord ()
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Pauline Givord: INSEE - Institut national de la statistique et des études économiques (INSEE)

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Abstract: Does starting school at a younger age affect students' long-term outcomes? This study provides comparative evidence of the impact of school starting age using data from recent Program for International Student Assessment (PISA) cycles across 16 countries. Relying on an instrumental variable strategy, the estimates reveal that the age at school entry significantly influences the cognitive performance of 15-year-old students. Those who are younger at school start tend to face more challenging educational trajectories compared to their older peers. Moreover, early school entry has a substantial impact on social and emotional skills, including self-confidence, motivation, persistence, and engagement, which may have enduring effects on their future life outcomes. These effects are more pronounced for students from disadvantaged backgrounds but vary significantly across different educational systems.

Keywords: Birthday effects; Instrumental variables; Socioemotional skills; PISA; Effets d'âge à l'école; Variables instrumentales; compétences socioémotionnelles (search for similar items in EconPapers)
Date: 2024-07
Note: View the original document on HAL open archive server: https://insee.hal.science/hal-05320058v1
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