The drivers of month-of-birth differences in children's cognitive and non-cognitive skills.
The drivers of month-of-birth differences in children's cognitive and non-cognitive skills.
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DOI：
10.1111/rssa.12071
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发表时间：
2014-10
期刊：
影响因子：
--
通讯作者：
Greaves E
中科院分区：
文献类型：
--
作者：
Crawford C;Dearden L;Greaves E
以前的研究发现，在学年晚些时候出生的孩子平均教育程度低于在学年早些时候出生的孩子，特别是在年轻的时候;对驱动这种不平等的机制知之甚少。本文使用两个互补的识别策略，估计测试年龄的影响的上限，使用丰富的数据，从两个英国出生队列。我们发现，认知技能测试的年龄差异占了一年中不同时间出生的儿童之间这些结果差异的绝大多数，而其他因素（开始上学的年龄，上学时间和相对年龄）的综合影响接近于零。这表明，对国家成绩测试分数进行年龄调整可能是一种适当的政策反应，以克服与在学年晚些时候出生有关的惩罚。然而，考试时的年龄并不能解释孩子们对自己学业能力看法的所有差异。年龄调整的国家成就测试分数可能有助于克服在一年中不同时间出生的儿童之间的能力信念差异，但我们的研究结果表明，可能需要采取额外的政策措施。
Previous research has found that children who are born later in the academic year have lower educational attainment, on average, than children who are born earlier in the year, especially at younger ages; much less is known about the mechanisms that drive this inequality. The paper uses two complementary identification strategies to estimate an upper bound of the effect of age at test by using rich data from two UK birth cohorts. We find that differences in the age at which cognitive skills are tested accounts for the vast majority of the difference in these outcomes between children who are born at different times of the year, whereas the combined effect of the other factors (age of starting school, length of schooling and relative age) is close to zero. This suggests that applying an age adjustment to national achievement test scores may be an appropriate policy response to overcome the penalty that is associated with being born later in the academic year. Age at test does not, however, explain all of the difference in children's view of their own scholastic competence. Age adjusting national achievement test scores may help to overcome differences in ability beliefs between children who are born at different times of the year, but our results suggest that additional policy responses may be required.
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