Does Early Childhood Education Mitigate the Birthdate Effect? A Regression Discontinuity Analysis of Administrative Data. EdWorkingPaper No. 24-1100
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| Title: | Does Early Childhood Education Mitigate the Birthdate Effect? A Regression Discontinuity Analysis of Administrative Data. EdWorkingPaper No. 24-1100 |
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| Language: | English |
| Authors: | Pablo Araya Cortés, Cristian Macías Domínguez, Luis Pires Jiménez, Rosa Santero Sánchez, Ismael Sanz Labrador, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Foreign Countries, Grade 3, Age Differences, Early Childhood Education, Predictor Variables, Classes (Groups of Students), Mathematics Achievement, Language Proficiency |
| Geographic Terms: | Spain (Madrid) |
| Abstract: | This article examines the impact of within-class age differences on educational outcomes, using students' birth months in Madrid's primary schools as a natural experiment. Employing a regression discontinuity design, we analyze third-grade students to investigate these age-related effects. Additionally, we explore whether early childhood education attendance works as a mitigating factor. Results indicate that relatively older students achieve higher scores in both Language and Mathematics and have lower grade retention rates. However, this gap is attenuated among students who attended childhood education for two years or more. These novel results highlight the importance of early childhood education in reducing natural inequalities that may persist over time. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED664307 |
| Database: | ERIC |
| Abstract: | This article examines the impact of within-class age differences on educational outcomes, using students' birth months in Madrid's primary schools as a natural experiment. Employing a regression discontinuity design, we analyze third-grade students to investigate these age-related effects. Additionally, we explore whether early childhood education attendance works as a mitigating factor. Results indicate that relatively older students achieve higher scores in both Language and Mathematics and have lower grade retention rates. However, this gap is attenuated among students who attended childhood education for two years or more. These novel results highlight the importance of early childhood education in reducing natural inequalities that may persist over time. |
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