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  1. Is there an optimal school starting age?
    it depends : older children perform better on standardized tests, but evidence of older school starting ages on long-term outcomes is mixed
    Autor*in: Dhuey, Elizabeth; Koebel, Kourtney
    Erschienen: April 2022
    Verlag:  Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), Bonn

    There is a widely held belief that older students, by virtue of being more mature and readier to learn at school entry, may have better academic, employment, and earnings outcomes compared to their younger counterparts. There are understated, albeit... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DSP 128
    Fernleihe:
    keine Fernleihe

     

    There is a widely held belief that older students, by virtue of being more mature and readier to learn at school entry, may have better academic, employment, and earnings outcomes compared to their younger counterparts. There are understated, albeit important, costs to starting school later, however. Compulsory school-attendance laws may allow these same older pupils to drop out of high school earlier, which could adversely impact their employment; entering the workforce later also has implications for lifetime earnings and remittances to governments. Overall, research suggests that school-age entry policies can improve student achievement in the short term, but the long-term impacts are currently not well-understood. Children's primary school entry ages vary worldwide, 2020

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/260695
    Schriftenreihe: IZA world of labor ; 2022, 247v2
    Schlagworte: education; age; relative age; test score gap; redshirting
    Umfang: 1 Online-Ressource (circa 9 Seiten), Illustrationen
    Bemerkung(en):

    Previous version March 2016
  2. Ready for school?
    effects on school starters of establishing school psychology offices in Norway
    Autor*in: Flatø, Martin; Bratsberg, Bernt; Kotsadam, Andreas; Torvik, Fartein Ask; Røgeberg, Ole; Stoltenberg, Camilla
    Erschienen: March 2023
    Verlag:  CESifo, Munich, Germany

    We consider long-term impacts of establishing school psychology offices in Norway, which introduced 'maturity testing' to advice parents and school boards on school starting age. In the early reform period, children born close to the normative age... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We consider long-term impacts of establishing school psychology offices in Norway, which introduced 'maturity testing' to advice parents and school boards on school starting age. In the early reform period, children born close to the normative age cut-off who reached school-starting age after the establishment were more likely to finish compulsory schooling late, and experienced higher earnings as adults. When offices were instead able to block delayed school entry after a legislative change, having an office in operation led to a reduction in the likelihood of late graduation for the youngest children in each cohort, and no long-term benefits.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/271996
    Schriftenreihe: CESifo working papers ; 10352 (2023)
    Schlagworte: school psychology; maturity; school readiness; redshirting; school starting age; Norway
    Umfang: 1 Online-Ressource (circa 50 Seiten), Illustrationen