The Evolution of the School-Entry Age Effect in a School Tracking System

Andrea Mühlenweg · Patrick A. Puhani

134 citations0/0 files storedThe Journal of Human Resources

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School Choice and Performance Intergenerational and Educational Inequality Studies Sociology and Education Studies

Abstract

In Germany, students are streamed at age ten into an academic or non-academic track. We demonstrate that the randomly allocated disadvantage of being born just before as opposed to just after the cutoff date for school entry leads to substantially different schooling experiences. Relatively young students are initially only two-thirds as likely to be assigned to the academic track. The possibility to defer tracking to age 12 does not attenuate school-entry age's effect on track attendance. Some mitigation of the effect occurs only at the second time when educational institutions facilitate track modification when students are about age 16.

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References

2011Handbook of The Economics of Education 1980The Economics of Education 2001Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems 1969Reforms as experiments.2006Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries 2005Interpreting the Evidence on Life Cycle Skill Formation 2006The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects 2007Does school tracking affect equality of opportunity? New international evidence

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