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How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA

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  • Pauline Givord

    (Institut national de la statistique et des études économiques (INSEE), LIEPP - Laboratoire interdisciplinaire d'évaluation des politiques publiques (Sciences Po) - Sciences Po - Sciences Po)

Abstract

This study provides new empirical evidence of birthday effects over a range of educational and socioemotional outcomes. It relies on data from the recent cycles of the Program for International School Assessment (PISA) for six European countries. Age at entry has a significant and sizeable impact on cognitive outcomes for 15-year-old students as measured in PISA. The magnitude of the birthday effects on socioemotional skills varies, but overall the results suggest that those students who enter school relatively younger have more negative relationships with their teachers and peers at school. These students also have lower intrinsic motivation and self-esteem and have less ambitious educational expectations than their peers who entered school older.

Suggested Citation

  • Pauline Givord, 2021. "How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA," SciencePo Working papers Main hal-03386582, HAL.
    • Handle: RePEc:hal:spmain:hal-03386582
    Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-03386582
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    More about this item

    Keywords

    Birthday effects; PISA; Instrumental variables; socioemotional outcomes;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • C26 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Instrumental Variables (IV) Estimation

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