Cotofan, Maria, Diris, Ron and Schils, Trudie (2022) Who benefits from attending the higher track? The effect of track assignment on skill development and the role of relative age. Journal of Human Capital, 16 (2). 273 - 302. ISSN 1932-8575
Full text not available from this repository.Abstract
Previous findings on (gradually decreasing) relative age effects in school suggest that too few younger and too many older students attend academic tracks. Using a regression discontinuity design around school-specific admission thresholds, we estimate the cognitive and noncognitive effects of track assignment at the achievement margin, across relative age. We find that attending the higher track does not affect cognitive outcomes at any relative age. For older students, attending the higher track increases perseverance, need for achievement, and emotional stability. The results suggest that older students compensate lower ability (given high-track attendance) with higher effort.
| Item Type: | Article |
|---|---|
| Official URL: | https://www.journals.uchicago.edu/journal/jhc |
| Additional Information: | © 2022 The University of Chicago |
| Divisions: | Centre for Economic Performance |
| Subjects: | L Education > LB Theory and practice of education H Social Sciences > HC Economic History and Conditions |
| Date Deposited: | 28 Apr 2022 23:15 |
| Last Modified: | 12 Dec 2024 02:59 |
| URI: | http://eprints.lse.ac.uk/id/eprint/115001 |
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