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  2. Gesundheit
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  4. Publikationen Gesundheit
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dc.contributor.authorAltwicker-Hámori, Szilvia-
dc.contributor.authorKöllő, János-
dc.date.accessioned2018-05-30T11:59:25Z-
dc.date.available2018-05-30T11:59:25Z-
dc.date.issued2012-
dc.identifier.issn1380-3611de_CH
dc.identifier.issn1744-4187de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/6264-
dc.description.abstractWe 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.de_CH
dc.language.isoende_CH
dc.publisherRoutledgede_CH
dc.relation.ispartofEducational Research and Evaluationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectEducationde_CH
dc.subjectStudent test scorede_CH
dc.subjectEnrolment agede_CH
dc.subjectIdentificationde_CH
dc.subject.ddc370: Bildung und Erziehungde_CH
dc.titleWhose children gain from starting school later? – evidence from Hungaryde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementGesundheitde_CH
zhaw.organisationalunitInstitut für Public Health (IPH)de_CH
dc.identifier.doi10.1080/13803611.2012.695142de_CH
zhaw.funding.euNode_CH
zhaw.issue5de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end488de_CH
zhaw.pages.start459de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume18de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
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Altwicker-Hámori, S., & Köllő, J. (2012). Whose children gain from starting school later? – evidence from Hungary. Educational Research and Evaluation, 18(5), 459–488. https://doi.org/10.1080/13803611.2012.695142
Altwicker-Hámori, S. and Köllő, J. (2012) ‘Whose children gain from starting school later? – evidence from Hungary’, Educational Research and Evaluation, 18(5), pp. 459–488. Available at: https://doi.org/10.1080/13803611.2012.695142.
S. Altwicker-Hámori and J. Köllő, “Whose children gain from starting school later? – evidence from Hungary,” Educational Research and Evaluation, vol. 18, no. 5, pp. 459–488, 2012, doi: 10.1080/13803611.2012.695142.
ALTWICKER-HÁMORI, Szilvia und János KÖLLŐ, 2012. Whose children gain from starting school later? – evidence from Hungary. Educational Research and Evaluation. 2012. Bd. 18, Nr. 5, S. 459–488. DOI 10.1080/13803611.2012.695142
Altwicker-Hámori, Szilvia, and János Köllő. 2012. “Whose Children Gain from Starting School Later? – Evidence from Hungary.” Educational Research and Evaluation 18 (5): 459–88. https://doi.org/10.1080/13803611.2012.695142.
Altwicker-Hámori, Szilvia, and János Köllő. “Whose Children Gain from Starting School Later? – Evidence from Hungary.” Educational Research and Evaluation, vol. 18, no. 5, 2012, pp. 459–88, https://doi.org/10.1080/13803611.2012.695142.


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