Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/205328 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
Tinbergen Institute Discussion Paper No. TI 2019-038/V
Verlag: 
Tinbergen Institute, Amsterdam and Rotterdam
Zusammenfassung: 
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.
Schlagwörter: 
educational economics
school tracking
relative age
non-cognitive skills
JEL: 
J24
I21
Dokumentart: 
Working Paper
Erscheint in der Sammlung:

Datei(en):
Datei
Größe
1.49 MB





Publikationen in EconStor sind urheberrechtlich geschützt.