Titelaufnahme

Titel
The long-term effect of age at school entry on competencies in adulthood / Katja Görlitz (FU Berlin, DIW, RWI and IZA), Merlin Penny (FU Berlin), Marcus Tamm (RWI and IZA) ; IZA Institute of Labor Economics
VerfasserGörlitz, Katja ; Penny, Merlin ; Tamm, Marcus
KörperschaftForschungsinstitut zur Zukunft der Arbeit
ErschienenBonn, Germany : IZA Institute of Labor Economics, February 2019
Ausgabe
Elektronische Ressource
Umfang1 Online-Ressource (28 Seiten) : Diagramme
SerieDiscussion paper ; no. 12157
URNurn:nbn:de:hbz:5:2-181592 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
Volltexte
The long-term effect of age at school entry on competencies in adulthood [0.53 mb]
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Zusammenfassung (Englisch)

The previous literature has shown that children who enter school at a more advanced age outperform their younger classmates on competency tests taken between kindergarten and Grade 10. This study analyzes whether these effects of school starting age continue into adulthood. Based on data on math and language test scores for adults in Germany, the identification of the long-term causal effects exploits state and year variation in school entry regulations. The results show that there are no effects of school starting age (SSA) on competencies in math and text comprehension. However, the long-term SSA effect is sizable on receptive vocabulary.