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Maturity and school outcomes in an inflexible system: evidence from Catalonia
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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Berlin Heidelberg
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7096368/ https://www.ncbi.nlm.nih.gov/pubmed/32226557 http://dx.doi.org/10.1007/s13209-019-0196-6 |
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author | Calsamiglia, Caterina Loviglio, Annalisa |
author_facet | Calsamiglia, Caterina Loviglio, Annalisa |
author_sort | Calsamiglia, Caterina |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-7096368 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Springer Berlin Heidelberg |
record_format | MEDLINE/PubMed |
spelling | pubmed-70963682020-03-27 Maturity and school outcomes in an inflexible system: evidence from Catalonia Calsamiglia, Caterina Loviglio, Annalisa SERIEs (Berl) Original Article 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. Springer Berlin Heidelberg 2019-07-08 2020 /pmc/articles/PMC7096368/ /pubmed/32226557 http://dx.doi.org/10.1007/s13209-019-0196-6 Text en © The Author(s) 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Original Article Calsamiglia, Caterina Loviglio, Annalisa Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title | Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title_full | Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title_fullStr | Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title_full_unstemmed | Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title_short | Maturity and school outcomes in an inflexible system: evidence from Catalonia |
title_sort | maturity and school outcomes in an inflexible system: evidence from catalonia |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7096368/ https://www.ncbi.nlm.nih.gov/pubmed/32226557 http://dx.doi.org/10.1007/s13209-019-0196-6 |
work_keys_str_mv | AT calsamigliacaterina maturityandschooloutcomesinaninflexiblesystemevidencefromcatalonia AT loviglioannalisa maturityandschooloutcomesinaninflexiblesystemevidencefromcatalonia |