Title: Whose children gain from starting school later? – evidence from Hungary
Authors : Altwicker-Hámori, Szilvia
Köllő, János
Published in : Educational Research and Evaluation: An International Journal on Theory and Practice
Volume(Issue) : 18
Issue : 5
Pages : 459
Pages to: 488
Publisher / Ed. Institution : Routledge
Issue Date: 2012
License (according to publishing contract) : Licence according to publishing contract
Type of review: Peer review (Publication)
Language : English
Subjects : Education; Student test score; Enrolment age; Identification
Subject (DDC) : 370: Education
Abstract: We look at the effect of school starting age on standardized test scores using data covering all Grade 4 and Grade 8 students in Hungary. Instrumental variables estimates of the local average treatment effect suggest that children generally gain from starting school 1 year later, and the effects are much stronger in the case of students coming from low-educated families. We test the robustness of the results by allowing for heterogeneity in the age effect, distinguishing between fields of testing, using discontinuity samples and relying on alternative data. The hypothesis that delayed entry has a stronger impact on low-status children is supported by the robustness checks. The observed patterns are most probably explained by the better performance of kindergartens, as opposed to schools, in developing the skills of low-status children.
Departement: Gesundheit
Organisational Unit: Institute of Health Sciences (IGW)
Publication type: Article in scientific Journal
DOI : 10.1080/13803611.2012.695142
ISSN: 1380-3611
1744-4187
URI: https://digitalcollection.zhaw.ch/handle/11475/6264
Appears in Collections:Publikationen Gesundheit

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