Whose Children Gain from Starting School Later?--Evidence from Hungary

Autor/inn/en	Altwicker-Hamori, Szilvia; Kollo, Janos
Titel	Whose Children Gain from Starting School Later?--Evidence from Hungary
Quelle	In: Educational Research and Evaluation, 18 (2012) 5, S.459-488 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.695142
Schlagwörter	Standardized Tests; Foreign Countries; Grade 8; Grade 4; Age Differences; Scores; School Entrance Age; Mathematics Achievement; Reading Achievement; Disadvantaged Youth; Mothers; Educational Attainment; Parent Influence; Hungary + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Age; Difference; Age difference; Altersunterschied; Einschulungsalter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Benachteiligter Jugendlicher; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ungarn
Abstract	We 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. (Contains 15 tables, 3 figures, and 19 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10