The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects

By Kelly Bedard, Elizabeth Dhuey. 2006

762 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8a4d75b40ec7537baa1a730356719177762155c6

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Citations in the corpus

Intelligence: new findings and theoretical developments. (2012, background): “…more than 5 points higher at the end of the school year (Cahan & Cohen, 1989) and as much as 9 percentiles higher in eighth grade, as found in an Such children are more likely to enter high-tracked high school programs and more likely to go to college than are late starters (Bedard & Dhuey, 2006).”
Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes (2010, neutral): “Bedard and Dhuey (2006) use data from OECD to show that the youngest members of fourth and eighth grade classes have standardized test scores that are 2–12 percentiles lower than the oldest students in the same cohort. Similarly, Datar (2006) used variation in school entry cutoff dates to document t”
The Lengthening of Childhood: NBER Working Paper No. 14124. (2008, neutral): “Bedard and Dhuey (2006) find that those who enter later are more likely to attend a university track in British Columbia and more likely to take exams required for admission to a selective college and to attend a four-year college in the United States.”
Earnings Returns to the British Education Expansion. (2011, background): “(Bedard and Dhuey 2006).”
Inside the Black of Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom (2008, neutral): “Most studies find that being relatively older and more mature when entering the compulsory school system has positive effects on early academic performance (Datar, 2006; Bedard and Dhuey, 2006; Elder and Lubotsky, 2009) although the evidence on long-term outcomes is more mixed.”
What makes a leader? Relative age and high school leadership (2008, methodology): “…development of soft skills in the same way as others have shown they do for cognitive measures that directly affect academic performance and achievement.6,7 Our estimates are similar in magnitude to results found by Bedard and Dhuey (2006) in their cross-country analysis on academic achievement.”
Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance (2005, neutral): “…a number of economists have shown interest in the effect of age at school start and related questions; see, e.g., Plug (2001), Strøm (2003), Cascio and Lewis (2004), Del Mondo and Galindo-Rueda (2004), Leuven et al. (2004), Bedard and Dhuey (2005), Datar (2005), and Fertig and Kluve (2005).”
Econometric methods for causal evaluation of education policies and practices: a non‐technical guide (2011, background): “Children born just after the respective cut-off date are nearly one year older when entering school than children born just before the cut-off date (see Bedard and Dhuey 2006; Puhani and Weber 2007). Studies exploiting maximum class size rules or school entry cut-off dates are classical examples for”
The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn (2007, result): “However, recent analyses suggest that, contrary to common expectations, the age differences created by a single school-entry cutoff date are observable in high school test results and college enrollment (Bedard & Dhuey, 2006).”
What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment (2011, methodology): “In order to determine the effects of age alone, we follow Bedard and Dhuey (2006) by using birth date relative to the eligibility cutoff date for school entry.”
The Long-Term Effects of Early Track Choice (2017, neutral): “(14)Our baseline estimate comparing individuals born in June with those born in July may also be seen as a regression discontinuity estimate in which the sample is restricted to students born within two months of the school entry cut-o¤ date and the birthday e¤ect (() in equation (4)) is assumed t”