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ERIC Number: EJ970429
Record Type: Journal
Publication Date: 2012
Pages: 30
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1380-3611
Whose Children Gain from Starting School Later?--Evidence from Hungary
Altwicker-Hamori, Szilvia; Kollo, Janos
Educational Research and Evaluation, v18 n5 p459-488 2012
We look at the effect of school starting age on standardized test scores using data covering all Grade 4 and Grade 8 students in Hungary. Instrumental variables estimates of the local average treatment effect suggest that children generally gain from starting school 1 year later, and the effects are much stronger in the case of students coming from low-educated families. We test the robustness of the results by allowing for heterogeneity in the age effect, distinguishing between fields of testing, using discontinuity samples and relying on alternative data. The hypothesis that delayed entry has a stronger impact on low-status children is supported by the robustness checks. The observed patterns are most probably explained by the better performance of kindergartens, as opposed to schools, in developing the skills of low-status children. (Contains 15 tables, 3 figures, and 19 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary