Effect of Relative Age in the First Grade of Primary School on Long-Term Scholastic Results: International Comparative Evidence Using PISA 2003

Autor/in	Sprietsma, Maresa
Titel	Effect of Relative Age in the First Grade of Primary School on Long-Term Scholastic Results: International Comparative Evidence Using PISA 2003
Quelle	In: Education Economics, 18 (2010) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
Schlagwörter	Grade 1; School Entrance Age; Age Differences; Grade Repetition; Reading Tests; Mathematics Tests; Scores; Adolescents; Comparative Analysis; Foreign Countries; Belgium; Canada; Denmark; France; Iceland; Italy; Japan; Latvia; New Zealand; Norway; Portugal; South Korea; Spain; Sweden; Yugoslavia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Einschulungsalter; Age; Difference; Age difference; Altersunterschied; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Lesetest; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Belgien; Kanada; Dänemark; Frankreich; Island; Italien; Lettland; Neuseeland; Norwegen; Korea; Republik; Spanien; Schweden; Jugoslawien
Abstract	In this paper, we estimate the effect of pupil's relative age within the first grade of primary school on mathematics and reading test scores at age 15. The main objective is to evaluate the long-term causal effect of relative age in the first grades of primary school on pupil's test in 16 different countries. We use the national rule for admission to primary school to construct the predicted relative age of each pupil. We find that relative age at the start of primary school has a significant positive effect on test scores in about one-half of the considered countries and regions. Moreover, we identify some of the channels through which the effect occurs. (Contains 11 tables, 2 figures and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10