School starting age and academic achievement: Evidence from China's junior high schools |
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| Affiliation: | 1. Shenzhen University, China;2. The Institute of Statistical Mathematics, Japan;1. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China;2. Graduate School of Education, Peking University, Beijing 100871, China;3. Institute of Quantitative & Technological Economics, Chinese Academy of Social Sciences, Beijing 100732, China;4. China Institute for Educational Finance Research, Peking University, Beijing 100871, China;1. School of Economics, Peking University, Beijing 100871, China;2. Department of Economics, University of Washington, Seattle, WA 98195, United States;1. Monash University, Centre for Health Economics, Australia;2. University of Melbourne, Melbourne Institute of Applied Economic and Social Research, Australia;1. Department of Economics and Finance, Utah State University, United States;2. IZA, Germany;3. Department of Economics, Louisiana State University, United States |
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| 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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