Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/141648 
Erscheinungsjahr: 
2016
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 9889
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
Extant research on school entry and compulsory schooling laws finds that these policies increase the high school graduation rate of relatively younger students, but weaken their academic performance in early grades. In this paper, we explore the evolution of postsecondary impacts of the interaction of school entry and compulsory schooling laws in Michigan. We employ a regression-discontinuity (RD) design using longitudinal administrative data to examine effects on high school performance, college enrollment, choice, and persistence. On average, we find that children eligible to start school at a relatively younger age are more likely to complete high school, but underperform while enrolled, compared to their counterparts eligible to start school at a relatively older age. In turn, these students are 2 percentage points more likely to first attend a two-year college, and enroll in fewer postsecondary semesters, relative to their older counterparts. We explore heterogeneity in these effects across subgroups of students defined by gender and poverty status. For example, we illustrate that the increase in the high school graduation rate of relatively younger students attributable to the combination of school entry and compulsory schooling laws is driven entirely by impacts on economically disadvantaged students.
Schlagwörter: 
school entry
compulsory schooling
postsecondary enrollment
JEL: 
I20
I21
I28
Dokumentart: 
Working Paper

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