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dc.contributor.authorBERNARDI, Fabrizio
dc.contributor.authorGRÄTZ, Michael
dc.date.accessioned2015-10-29T14:48:47Z
dc.date.available2015-10-29T14:48:47Z
dc.date.issued2015
dc.identifier.citationSociological science, 2015, Vol. 2, pp. 235-251en
dc.identifier.issn2330-6696
dc.identifier.urihttp://hdl.handle.net/1814/37499
dc.description.abstractPrevious research has shown that being born in the months immediately preceding the school entry cut-off date leads to lower educational outcomes in countries with a strict admission policy. In this article we use the effect of age at school entry in England as an identification device to provide a causal estimate of the compensatory advantage enjoyed by children from high social origin families. We find that the negative effects of a young school entry age are stronger for children from low social origin families. We also investigate when social origin differences in school entry age effects emerge, and test possible mechanisms. We find that before starting school, a younger school entry age leads to lower test scores for children of both low and highly educated families. For children from highly educated families the negative effect, however, progressively declines over the school career and almost vanishes by age 16. With respect to the mechanisms underlying this compensatory effect, we find no strong mediating role for parental involvement in homework and private lessons or for school choice.en
dc.language.isoenen
dc.relation.ispartofSociological scienceen
dc.relation.urihttps://www.sociologicalscience.com/articles-v2-12-235/en
dc.titleMaking up for an unlucky month of birth in school : causal evidence on the compensatory advantage of family background in Englanden
dc.typeArticleen
dc.identifier.doi10.15195/v2.a12
dc.identifier.volume2en
dc.identifier.startpage235en
dc.identifier.endpage251en


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