Jennifer Glick's List: Classroom by Birthdate

• • Were the "older" students held back due to maturity issues of the other students and not taught to their developmental needs?
• Children assigned to classrooms where they were relatively old – or where their  classmates were on average young – performed worse on tests than children of the  same age assigned to classrooms where they were relatively young
• The effects of relative age at the start of school on test scores shrink over  time, but persist through eighth grade
• children who were relatively old in their kindergarten classrooms were also more  likely to have repeated a grade by eighth grade and less likely to have taken a  college entrance exam by the end of high school
• A higher minimum age at school entry might be associated with higher  expectations of students, as the maturity of the average child in all classrooms  rises
• we do uncover some evidence that being relatively young among one’s classmates  at the start of school increases the likelihood of repeating a grade, suggesting  that teachers do assess a child’s school readiness in relation to other children  in a classroom, not using some absolute standard
• The estimates also suggest that there is no positive impact of being relatively  old on test scores or college exam test-taking.

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