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The B.E. Journal of Economic Analysis & Policy

Editor-in-Chief: Jürges, Hendrik / Ludwig, Sandra

Ed. by Auriol , Emmanuelle / Brunner, Johann / Fleck, Robert / Friebel, Guido / Mendola, Mariapia / Requate, Till / Tsui, Kevin / Wichardt, Philipp / Zulehner, Christine

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Can Regression Discontinuity Help Answer an Age-Old Question in Education? The Effect of Age on Elementary and Secondary School Achievement

Justin Smith1

1University of Manitoba,

Citation Information: The B.E. Journal of Economic Analysis & Policy. Volume 9, Issue 1, ISSN (Online) 1935-1682, DOI: 10.2202/1935-1682.2221, November 2009

Publication History

Published Online:
2009-11-10

Abstract

Single-date school entry systems create large age differences between children in the same grade. Older students have been shown in the literature to outperform younger students along many elementary school outcomes, and some post-schooling outcomes. Little evidence exists about the size of these advantages in high school. Data from British Columbia, Canada are used to estimate the effect of age on test scores in grades 4, 7, and 10. I estimate that older students still have a sizable skill advantage in grade 10 across numeracy, reading, and writing tests. The advantage is strongest for girls and low-income students. The results suggest a certain degree of permanence to age related skill differences, which may spill over and affect adult outcomes.

Keywords: education; test scores; regression discontinuity

Citing Articles

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[1]
Agne Suziedelyte and Anna Zhu
Economics of Education Review, 2015, Volume 45, Page 76
[2]
Michela Ponzo and Vincenzo Scoppa
Journal of Policy Modeling, 2014, Volume 36, Number 3, Page 578
[3]
Philip DeCicca and Justin Smith
Economics of Education Review, 2013, Volume 36, Page 41

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