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School starting age and the social gradient in educational outcomes.

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Title: School starting age and the social gradient in educational outcomes.
Authors: Zhao, Yuejun1,2 (AUTHOR) yuejun.zhao@ed.ac.uk, Markussen, Simen2 (AUTHOR), Røed, Knut2 (AUTHOR)
Source: Education Economics. Apr2026, Vol. 34 Issue 2, p208-228. 21p.
Subject Terms: *School entrance age, *Educational outcomes, *Secondary education, *Compulsory education, *Grade point average, Norwegians, Country of origin (Immigrants)
Geographic Terms: Norway
Abstract: We provide evidence on the heterogeneous (positional) effects on school performance of two mandatory schooling reforms in Norway targeting achievement gaps based on family background and immigrant status. Both reforms effectively lowered school starting age by one year. Using high-quality register data, we examine children's grade point average (GPA) rank at age 15–16 and high school completion at age 21 as the main outcomes. Although not fully conclusive, our results suggest that the reforms neither had the intended effect of reducing socioeconomic achievement gaps or immigrant-native differentials, nor did they change the influences of relative age or gender. [ABSTRACT FROM AUTHOR]
Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
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  Data: School starting age and the social gradient in educational outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Zhao%2C+Yuejun%22">Zhao, Yuejun</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> yuejun.zhao@ed.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Markussen%2C+Simen%22">Markussen, Simen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Røed%2C+Knut%22">Røed, Knut</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Education+Economics%22">Education Economics</searchLink>. Apr2026, Vol. 34 Issue 2, p208-228. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22School+entrance+age%22">School entrance age</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+point+average%22">Grade point average</searchLink><br /><searchLink fieldCode="DE" term="%22Norwegians%22">Norwegians</searchLink><br /><searchLink fieldCode="DE" term="%22Country+of+origin+%28Immigrants%29%22">Country of origin (Immigrants)</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: We provide evidence on the heterogeneous (positional) effects on school performance of two mandatory schooling reforms in Norway targeting achievement gaps based on family background and immigrant status. Both reforms effectively lowered school starting age by one year. Using high-quality register data, we examine children's grade point average (GPA) rank at age 15–16 and high school completion at age 21 as the main outcomes. Although not fully conclusive, our results suggest that the reforms neither had the intended effect of reducing socioeconomic achievement gaps or immigrant-native differentials, nor did they change the influences of relative age or gender. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/09645292.2025.2489002
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 208
    Subjects:
      – SubjectFull: School entrance age
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Compulsory education
        Type: general
      – SubjectFull: Grade point average
        Type: general
      – SubjectFull: Norwegians
        Type: general
      – SubjectFull: Country of origin (Immigrants)
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      – SubjectFull: Norway
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      – TitleFull: School starting age and the social gradient in educational outcomes.
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            NameFull: Zhao, Yuejun
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            NameFull: Markussen, Simen
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            NameFull: Røed, Knut
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            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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              Value: 34
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            – TitleFull: Education Economics
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