Working Paper: NBER ID: w13663
Authors: Elizabeth Cascio; Diane Whitmore Schanzenbach
Abstract: We estimate the effects of having more mature peers using data from an experiment where children of the same age were randomly assigned to different kindergarten classrooms. Exploiting this experimental variation in conjunction with variation in expected kindergarten entry age to account for negative selection of older school entrants, we find that exposure to more mature kindergarten classmates raises test scores up to eight years after kindergarten, and may reduce the incidence of grade retention and increase the probability of taking a college-entry exam. These findings are consistent with broader peer effects literature documenting positive spillovers from having higher-scoring peers and suggest that - contrary to much academic and popular discussion of school entry age - being old relative to one's peers is not beneficial.
Keywords: education; peer effects; kindergarten; school entry age
JEL Codes: I20; J18; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| more mature peers in kindergarten (C92) | test scores (C52) |
| more mature peers in kindergarten (C92) | grade retention (I24) |
| more mature peers in kindergarten (C92) | likelihood of taking college-entry exams (D29) |
| older peers (C92) | improved academic outcomes (I24) |
| being relatively mature compared to classmates (Y80) | academic benefits (I23) |
| younger students compared to older classmates (C92) | academic performance (D29) |