School starting age and academic achievement: Evidence from China's junior high schools

Shiying Zhang; Ruoyu Zhong; Junchao Zhang

doi:10.1016/j.chieco.2017.03.004

School starting age and academic achievement: Evidence from China's junior high schools

Shiying Zhang^*
, Ruoyu Zhong
, Junchao Zhang

^*Corresponding author for this work

Shenzhen University
The Institute of Statistical Mathematics

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

This paper examines the effect of school starting age on the academic achievement of junior high school students using the newly available data from the China Education Panel Survey. Regression discontinuity design estimation based on an exogenous entrance cutoff date indicates that a one-year delay is associated with a 0.303 decrease in standard deviations of cognitive scores. However, this negative effect is caused by human capital accumulation prior to primary school entry.

Original language	English
Pages (from-to)	343-354
Number of pages	12
Journal	China Economic Review
Volume	44
DOIs	https://doi.org/10.1016/j.chieco.2017.03.004
State	Published - Jul 2017
Externally published	Yes

Keywords

Cognitive scores
Regression discontinuity design
School starting age

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10.1016/j.chieco.2017.03.004

Cite this

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title = "School starting age and academic achievement: Evidence from China's junior high schools",

abstract = "This paper examines the effect of school starting age on the academic achievement of junior high school students using the newly available data from the China Education Panel Survey. Regression discontinuity design estimation based on an exogenous entrance cutoff date indicates that a one-year delay is associated with a 0.303 decrease in standard deviations of cognitive scores. However, this negative effect is caused by human capital accumulation prior to primary school entry.",

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year = "2017",

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doi = "10.1016/j.chieco.2017.03.004",

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AU - Zhang, Shiying

AU - Zhong, Ruoyu

AU - Zhang, Junchao

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Y1 - 2017/7

N2 - This paper examines the effect of school starting age on the academic achievement of junior high school students using the newly available data from the China Education Panel Survey. Regression discontinuity design estimation based on an exogenous entrance cutoff date indicates that a one-year delay is associated with a 0.303 decrease in standard deviations of cognitive scores. However, this negative effect is caused by human capital accumulation prior to primary school entry.

AB - This paper examines the effect of school starting age on the academic achievement of junior high school students using the newly available data from the China Education Panel Survey. Regression discontinuity design estimation based on an exogenous entrance cutoff date indicates that a one-year delay is associated with a 0.303 decrease in standard deviations of cognitive scores. However, this negative effect is caused by human capital accumulation prior to primary school entry.

KW - Cognitive scores

KW - Regression discontinuity design

KW - School starting age

UR - https://www.scopus.com/pages/publications/85017138141

U2 - 10.1016/j.chieco.2017.03.004

DO - 10.1016/j.chieco.2017.03.004

M3 - 文章

AN - SCOPUS:85017138141

SN - 1043-951X

VL - 44

SP - 343

EP - 354

JO - China Economic Review

JF - China Economic Review

ER -

School starting age and academic achievement: Evidence from China's junior high schools

Abstract

Keywords

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