Does the early bird catch the worm?

Research output: Contribution to journal › Article › Research › peer review

Authors

  • Patrick A. Puhani
  • Andrea M. Weber

Research Organisations

External Research Organisations

  • Universitat St. Gallen
  • Institute of Labor Economics (IZA)
  • Technische Universität Darmstadt
View graph of relations

Details

Original languageEnglish
Pages (from-to)359-386
Number of pages28
JournalEmpirical economics
Volume32
Issue number2-3
Early online date26 Aug 2006
Publication statusPublished - May 2007

Abstract

We estimate the effect of age of school entry on educational outcomes using two different data sets for Germany, sampling pupils at the end of primary school and in the middle of secondary school. Results are obtained based on instrumental variable estimation exploiting the exogenous variation in month of birth. We find robust and significant positive effects on educational outcomes for pupils who enter school at 7 instead of 6 years of age: test scores at the end of primary school increase by about 0.40 standard deviations and the probability to attend the highest secondary schooling track (Gymnasium) increases by about 12% points.

Keywords

    Education, Identification, Immigration, Policy

ASJC Scopus subject areas

Sustainable Development Goals

Cite this

Does the early bird catch the worm? / Puhani, Patrick A.; Weber, Andrea M.
In: Empirical economics, Vol. 32, No. 2-3, 05.2007, p. 359-386.

Research output: Contribution to journal › Article › Research › peer review

Puhani, PA & Weber, AM 2007, 'Does the early bird catch the worm?', Empirical economics, vol. 32, no. 2-3, pp. 359-386. https://doi.org/10.1007/s00181-006-0089-y
Puhani PA, Weber AM. Does the early bird catch the worm? Empirical economics. 2007 May;32(2-3):359-386. Epub 2006 Aug 26. doi: 10.1007/s00181-006-0089-y
Puhani, Patrick A. ; Weber, Andrea M. / Does the early bird catch the worm?. In: Empirical economics. 2007 ; Vol. 32, No. 2-3. pp. 359-386.
Download
@article{0dbf265b6312418aaf2671a018cddfdf,
title = "Does the early bird catch the worm?",
abstract = "We estimate the effect of age of school entry on educational outcomes using two different data sets for Germany, sampling pupils at the end of primary school and in the middle of secondary school. Results are obtained based on instrumental variable estimation exploiting the exogenous variation in month of birth. We find robust and significant positive effects on educational outcomes for pupils who enter school at 7 instead of 6 years of age: test scores at the end of primary school increase by about 0.40 standard deviations and the probability to attend the highest secondary schooling track (Gymnasium) increases by about 12% points.",
keywords = "Education, Identification, Immigration, Policy",
author = "Puhani, {Patrick A.} and Weber, {Andrea M.}",
note = "Acknowledgements This project has been initiated through discussions with Michael Fertig, RWI, Essen. We are also grateful to Andreas Ammerm{\"u}ller, Bernd Fitzenberger, Gianno De Fraja, Peter Fredriksson, Karsten Kohn, Edwin Leuven, Stephen Machin, Dominique Meurs, Kjell Salvanes and three anonymous referees as well as participants of the IZA Summer School 2005 in Buch am Ammersee, participants of the CEPR-IFAU-Uppsala Universitet Second Network Workshop {\textquoteleft}Economics of Education and Education Policy in Europe{\textquoteright} in Uppsala, participants of the ZEW {\textquoteleft}Rhein-Main-Neckar Arbeitsmarktseminar{\textquoteright} in Mannheim and seminar participants at the Universi- ties Paris II (Panth{\'e}on-Assas) and St. Gallen for helpful comments. We thank Hans-Peter Hafner of the Research Data Center (Forschungsdatenzentrum) of the Statistical Office of the state of Hessen for help with the administrative data for Hessen. Bj{\"o}rn Schumacher provided excellent research assistance. All remaining errors are our own. Part of this research was supported by Anglo-German Foundation within the project “The Economics and Politics of Employment, Migration and Social Justice” which is part of Foundation{\textquoteright}s research initiative “Creating Sustainable Growth in Europe”",
year = "2007",
month = may,
doi = "10.1007/s00181-006-0089-y",
language = "English",
volume = "32",
pages = "359--386",
journal = "Empirical economics",
issn = "0377-7332",
publisher = "Physica-Verlag",
number = "2-3",

}

Download

TY - JOUR

T1 - Does the early bird catch the worm?

AU - Puhani, Patrick A.

AU - Weber, Andrea M.

N1 - Acknowledgements This project has been initiated through discussions with Michael Fertig, RWI, Essen. We are also grateful to Andreas Ammermüller, Bernd Fitzenberger, Gianno De Fraja, Peter Fredriksson, Karsten Kohn, Edwin Leuven, Stephen Machin, Dominique Meurs, Kjell Salvanes and three anonymous referees as well as participants of the IZA Summer School 2005 in Buch am Ammersee, participants of the CEPR-IFAU-Uppsala Universitet Second Network Workshop ‘Economics of Education and Education Policy in Europe’ in Uppsala, participants of the ZEW ‘Rhein-Main-Neckar Arbeitsmarktseminar’ in Mannheim and seminar participants at the Universi- ties Paris II (Panthéon-Assas) and St. Gallen for helpful comments. We thank Hans-Peter Hafner of the Research Data Center (Forschungsdatenzentrum) of the Statistical Office of the state of Hessen for help with the administrative data for Hessen. Björn Schumacher provided excellent research assistance. All remaining errors are our own. Part of this research was supported by Anglo-German Foundation within the project “The Economics and Politics of Employment, Migration and Social Justice” which is part of Foundation’s research initiative “Creating Sustainable Growth in Europe”

PY - 2007/5

Y1 - 2007/5

N2 - We estimate the effect of age of school entry on educational outcomes using two different data sets for Germany, sampling pupils at the end of primary school and in the middle of secondary school. Results are obtained based on instrumental variable estimation exploiting the exogenous variation in month of birth. We find robust and significant positive effects on educational outcomes for pupils who enter school at 7 instead of 6 years of age: test scores at the end of primary school increase by about 0.40 standard deviations and the probability to attend the highest secondary schooling track (Gymnasium) increases by about 12% points.

AB - We estimate the effect of age of school entry on educational outcomes using two different data sets for Germany, sampling pupils at the end of primary school and in the middle of secondary school. Results are obtained based on instrumental variable estimation exploiting the exogenous variation in month of birth. We find robust and significant positive effects on educational outcomes for pupils who enter school at 7 instead of 6 years of age: test scores at the end of primary school increase by about 0.40 standard deviations and the probability to attend the highest secondary schooling track (Gymnasium) increases by about 12% points.

KW - Education

KW - Identification

KW - Immigration

KW - Policy

UR - http://www.scopus.com/inward/record.url?scp=34249907549&partnerID=8YFLogxK

U2 - 10.1007/s00181-006-0089-y

DO - 10.1007/s00181-006-0089-y

M3 - Article

AN - SCOPUS:34249907549

VL - 32

SP - 359

EP - 386

JO - Empirical economics

JF - Empirical economics

SN - 0377-7332

IS - 2-3

ER -