Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/271996 
Year of Publication: 
2023
Series/Report no.: 
CESifo Working Paper No. 10352
Publisher: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Abstract: 
We consider long-term impacts of establishing school psychology offices in Norway, which introduced 'maturity testing' to advice parents and school boards on school starting age. In the early reform period, children born close to the normative age cut-off who reached school-starting age after the establishment were more likely to finish compulsory schooling late, and experienced higher earnings as adults. When offices were instead able to block delayed school entry after a legislative change, having an office in operation led to a reduction in the likelihood of late graduation for the youngest children in each cohort, and no long-term benefits.
Subjects: 
school psychology
maturity
school readiness
redshirting
school starting age
Norway
JEL: 
I21
I24
I26
I28
J24
N34
Document Type: 
Working Paper
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