The Gift of Time? School Starting Age and Mental Health. CEPA Working Paper No. 15-08

Autor/inn/en	Dee, Thomas; Sievertsen, Hans Henrik
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	The Gift of Time? School Starting Age and Mental Health. CEPA Working Paper No. 15-08
Quelle	(2015), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; School Readiness; Age Differences; Enrollment; Student Characteristics; School Entrance Age; National Surveys; Child Behavior; Questionnaires; Screening Tests; Records (Forms); Emotional Development; Interpersonal Competence; Prosocial Behavior; Hyperactivity; Attention Deficit Disorders; Behavior Problems; Regression (Statistics); Denmark; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Age; Difference; Age difference; Altersunterschied; Einschulung; Einschulungsalter; Fragebogen; Screening-Verfahren; Formularsammlung; Gefühlsbildung; Interpersonale Kompetenz; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Regression; Regressionsanalyse; Dänemark
Abstract	In many developed countries, children now begin their formal schooling at an older age. However, a growing body of empirical studies provides little evidence that such schooling delays improve educational and economic outcomes. This study presents new evidence on whether school starting age influences student outcomes by relying on linked Danish survey and register data that include several distinct, widely used, and validated measures of mental health that are reported out-of-school among similarly aged children. We estimate the causal effects of delayed school enrollment using a "fuzzy" regression-discontinuity design based on exact dates of birth and the fact that, in Denmark, children typically enroll in school during the calendar year in which they turn six. We find that a one-year delay in the start of school dramatically reduces inattention/hyperactivity at age 7 (effect size = -0.7), a measure of self regulation with strong negative links to student achievement. We also find that this large and targeted effect persists at age 11. However, the estimated effects of school starting age on other mental-health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01