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|Title:||Relative Age, Class Assignment and Academic Performance: Evidence from Brazilian Primary Schools|
|Authors:||Foureaux Koppensteiner, Martin|
|Citation:||Scandinavian Journal of Economics, 2016|
|Abstract:||Students in Brazil are typically assigned to classes based on their age ranking in their school grade. I exploit this rule to estimate the effects on maths achievement of being in a class with older peers for students in fifth grade of primary school. Because grade repetition is widespread in Brazil, the distribution of age is skewed to the right and hence age heterogeneity is typically higher in older classes. I provide evidence that heterogeneity in age is the driving factor behind the large negative estimated effect of being in an older class. Information on teaching practices and student behaviour sheds light on how class heterogeneity harms learning.|
|Embargo on file until:||15-Jul-2018|
|Rights:||Copyright © 2016, Wiley. Deposited with reference to the publisher’s open access archiving policy.|
|Description:||JEL: I20, I21 This paper is currently R&R at the Scandinavian Journal of Economics and I will resubmit a revised version by the end of the year.|
The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
|Appears in Collections:||Published Articles, Dept. of Economics|
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|dp12-03.pdf||Post-review (final submitted author manuscript)||860.41 kB||Adobe PDF||View/Open|
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