School entrance recommendation : a question of age or development?


Horstschräer, Julia ; Mühler, Grit


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URL: http://ub-madoc.bib.uni-mannheim.de/2977
URN: urn:nbn:de:bsz:180-madoc-29776
Document Type: Working paper
Year of publication: 2010
Publication language: English
Institution: Sonstige Einrichtungen > ZEW - Leibniz-Zentrum für Europäische Wirtschaftsforschung
MADOC publication series: Veröffentlichungen des ZEW (Leibniz-Zentrum für Europäische Wirtschaftsforschung) > ZEW Discussion Papers
Subject: 370 Education
Classification: JEL: J13 I21 I38 ,
Subject headings (SWD): Deutschland , Schulrecht , Kind , Persönlichkeitspsychologie , Bildungsverhalten , Altersgruppe
Keywords (English): child development, school entrance, school recommendation, relative age
Abstract: According to school entry regulations in most countries, the composition of school entrance cohorts is determined by a fixed cutoff date. This procedure creates inter-cohort differences in age and development which can severely influence educational trajectories. Developmental examinations at school entry might be an instrument to mitigate these differences by delaying school entry for children with developmental impairments. Using data on the compulsory school entrance screening in the German federal state of Brandenburg, this paper shows that age and developmental status are the major influencing factors for a child's probability to receive a school recommendation. Younger children and children with impairments in cognitive, socio-emotional and motor development as well as health are less likely to be recommended. Delaying school entry allows them to improve, although their developmental status remains below average. School entrance examinations thus allow for some harmonization of school cohorts with respect to age and developmental differences.
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Horstschräer, Julia ; Mühler, Grit (2010) School entrance recommendation : a question of age or development? Open Access [Working paper]
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