Are Summer‐born Children Disadvantaged? The Birthdate Effect in Education

John F. Bell

114 citations0/0 files storedOxford Review of Education

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School Choice and Performance Early Childhood Education and Development Educational Outcomes and Influences

Abstract

Summer‐bom children did not perform as well as autumn‐born children on the APU Science Survey tests. There is bound to be some confounding of birthdate with length of schooling, but comparisons with foreign studies support the view that it is the age position of the pupil within the class that is the main explanatory factor for this performance difference. A hierarchical linear model (using HLM software) enabled evidence of a birthdate effect to be identified in the performance of pupils aged 11, 13 and 15. The effect is strong at the younger age but is still visible in the older age group. This paper urges teachers to acknowledge these artificial differences in performance when assigning pupils to different ability groupings related to National Assessment levels.

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References

1968Pygmalion in the classroom 2001Educational Leadership 1988School Matters: The Junior Years 2021Children and their Primary Schools 2011The effect of changes in published secondary school admissions on pupil composition 1984Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments.1986Synthesis of Research on School Readiness and Kindergarten Retention.1966Streaming: An Education System in Miniature.

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2008Early childhood transitions research : a review of concepts, theory, and practice 2009How pervasive are relative age effects in secondary school education?2007When you are born matters: the impact of date of birth on child cognitive outcomes in England 2004Predictors of writing competence in 4‐ to 7‐year‐old children 2017When you are born matters: the impact of date of birth on educational outcomes in England 1994

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