Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/205328 
Year of Publication: 
2019
Series/Report no.: 
Tinbergen Institute Discussion Paper No. TI 2019-038/V
Publisher: 
Tinbergen Institute, Amsterdam and Rotterdam
Abstract: 
Previous findings on (fleeting) relative age effects in school suggest that, given innate ability, too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission thresholds, we estimate the cognitive and non-cognitive effects of track assignment at the achievement margin, across relative age. We find that attending the higher track does not affect cognitive outcomes at any relative age. For older students, attending the higher track increases perseverance, need for achievement, and emotional stability. The results suggest that older students compensate lower ability (given high track attendance) with higher effort.
Subjects: 
educational economics
school tracking
relative age
non-cognitive skills
JEL: 
J24
I21
Document Type: 
Working Paper

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