Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/260695 
Erscheinungsjahr: 
2022
Quellenangabe: 
[Journal:] IZA World of Labor [ISSN:] 2054-9571 [Article No.:] 247v2 [Publisher:] Institute of Labor Economics (IZA) [Place:] Bonn [Year:] 2022
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
There is a widely held belief that older students, by virtue of being more mature and readier to learn at school entry, may have better academic, employment, and earnings outcomes compared to their younger counterparts. There are understated, albeit important, costs to starting school later, however. Compulsory school-attendance laws may allow these same older pupils to drop out of high school earlier, which could adversely impact their employment; entering the workforce later also has implications for lifetime earnings and remittances to governments. Overall, research suggests that school-age entry policies can improve student achievement in the short term, but the long-term impacts are currently not well-understood.
Schlagwörter: 
education
age
relative age
test score gap
redshirting
JEL: 
I21
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
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