Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/279073 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 16375
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
This study employs Chilean administrative data to investigate the impact of School Starting Age (SSA) on the characteristics of students' initial enrolled schools. Employing minimum age requirements and an RD-design to mitigate endogeneity concerns, we identify benefits linked to commencing school at a later age. Our findings demonstrate that children starting school at an older age enroll in institutions with higher average scores in standardized tests and interact with older peers whose parents have higher education levels. Furthermore, they display a heightened likelihood of entering schools employing academic selection methods, a greater proportion of fulltime teachers, and a larger percentage of instructors with a 4-year college degree.The analysis by level of education of the parents and gender reveals that most of our results are driven by parents with lower levels of education and girls.
Schlagwörter: 
Latin America
Chile
school starting age
schools' characteristics
JEL: 
A21
I24
I25
I28
Dokumentart: 
Working Paper

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