期刊名称：SERIEs: Journal of the Spanish Economic Association
印刷版ISSN：1869-4187
电子版ISSN：1869-4195
出版年度：2020
卷号：11
期号：1
页码：1-49
DOI：10.1007/s13209-019-0196-6
出版社：Springer Berlin / Heidelberg
摘要：The existence of a rigid cutoff date which determines when children start primary school creates a large heterogeneity in students’ level of maturity within the classroom. We use rich administrative data of the universe of public schools in Catalonia to show that: (1) relatively younger children do significantly worse both in tests administered at the school level and at the regional level, and they experience greater retention. (2) These effects are homogeneous across SES and significant across the whole distribution of performance. (3) Younger children in our data exhibit higher dropout rates and choose the academic track in secondary school less often. (4) Younger children are more frequently diagnosed with learning disorders.
