Martin McPhillips & Julie-Anne Jordan-Black (2009). The effect of month of birth on the attainments of primary and secondary school pupils. British Journal of Educational Psychology, 79, 419-438. pdf
Stephen Coble, Jim McKenna, Joeseph Baker & Nick Wattie (2009). How Pervasive Are Relative Age Effects in Secondary School Education? Journal of Educational Psychology, 101, 740-764. pdf
- abstract Relative age effects (RAEs; R. H. Barnsley, A. H. Thompson, & P. E. Barnsley, 1985) convey school attainment (dis)advantages depending on whether one is relatively older or younger within annually age-grouped cohorts. In the present study, the authors examined the pervasiveness of RAEs by examining (a) attainment in 4 secondary school subjects, (b) attainment consistency across subjects, (c) pupils enrolled in gifted and talented programs, (d) pupils referred for learning support or identified as having special educational needs, and (e) whether RAEs were related to pupil attendance. For 2004-2005, attainment, program participation, and attendance data for 657 pupils (aged 11-14) at a secondary school in North England were analyzed. Relatively older pupils (i.e., September-November born) attained significantly higher in subjects (except for English), were more likely to attain consistently high scores across subject areas, and be enrolled in gifted and talented programs. In contrast, relatively younger pupils (i.e., January-August born) were overrepresented in learning support referrals and identified as having special educational needs, and were more likely to be among the lowest 20% of attainment and attendees, attending on average school 6 days less. RAEs are pervasive and systematic across the curriculum, implicating maturational and psychological mechanisms.
Verslag 2009 van de Cito Eindtoets Basisonderwijs http://www.cito.nl/po/lovs/eb/bestanden/Cito_EB09_Terugblik.pdf
Literatuur, online
Beatrijs de Fraine (1997). Geboortemaand en schoolloopbaan. Literatuurstudie en verkennend onderzoek. Katholieke Universiteit Leuven, Faculteit Psychologie en Pedagogische Wetenschappen, Afdeling Didactiek. pdf
Werner F. Helsen, Jan van Winckel & Mark Williams (2005). The relative age effect in youth soccer across Europe. Journal of Sports Sciences, 23, 629-636. pdf
- “The results showed an over-representation of players born in the first quarter of the selection year (from January to March) for all the national youth selections at the under-15 (U-15), U-16, U-17 and U-18 age categories, as well as for the UEFA U-16 tournaments andMeridian Cup.
”
Claire Crawford, Lorraine Dearden & Costas Meghir (2007). When You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England. Centre for the Economics of Education , London School of Economics . pdf
- “The impact of date of birth on cognitive test scores is well documented across many countries, with the youngest children in each academic year performing more poorly, on average, than the older members of their cohort (see, for example, Bedard and Dhuey (2006) or Puhani and Weber (2005)1). However, relatively little is known about the driving forces behind these differences, at least in England; nor does there appear to have been a robust discussion regarding what, if anything, should be done in light of these disparities. We address both of these issues in this report. ”
Bedard, K. and Dhuey, E. (2006), The persistence of early childhood maturity: international evidence of long-run age effects, Quarterly Journal of Economics, vol. 121, pp. 1437-72. pdf
Puhani, P. and Weber, A. (2005), Does the early bird catch the worm? Instrumental variable estimates of educational effects of age of school entry in Germany, IZA Discussion Paper no. 1827. ftp://repec.iza.org/RePEc/Discussionpaper/dp1827.pdf
Peter Fredriksson & Bjorn Ockert (2005). Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance. pdf
- abstract In Sweden, children typically start compulsory school the year they turn seven. Hence, individuals born just before or just after the new year, have about the same date of birth but start school at different ages. We exploit this source of exogenous variation, to identify the effects of age at school entry on test scores, grades, educational attainment and labor market performance. Using a rich data set for the entire Swedish population born 1935-84, we find that children who start school at an older age do better in school and go on to have more education than their younger peers. Children from families with weaker educational tradition have more to win from starting school later. The long-run earnings effects are positive but small. However, since starting school later entails the opportunity cost of entering the labor market later, the net earnings effect over the entire life-cycle is negative. Exploiting within-school variation in peer age composition, we find that the school starting age effect primarily is due to absolute maturity rather than to the relative age in the class. [my emphasis, b.w.]
Jürges, Hendrik and Schneider, Kerstin, What Can Go Wrong Will Go Wrong: Birthday Effects and Early Tracking in the German School System (July 2007). CESifo Working Paper No. 2055. download
- abstract At the age of ten German pupils are given a secondary school track recommendation which largely determines the actual track choice. Track choice has major effects on the life course, mainly through labor market outcomes. Using data from the German PISA extension study, we analyze the effect of month of birth and thus relative age on such recommendations. We find that younger pupils are less often recommended to and actually attend Gymnasium, the most attractive track in terms of later life outcomes. Flexible enrolment and grade retention partly offset these inequalities and the relative age effect dissipates as students age.
Literatuur
Cliffordson, Christina (2010) Methodological issues in investigations of the relative effects of schooling and age on school performance: the between-grade regression discontinuity design applied to Swedish TIMSS 1995 data, Educational Research and Evaluation, 16: 1, 39 - 52. pdf
Paul Hill (January 21 2005). Birth date can boost entry by up to 20%. The Times Higher Education Supplement, p.1, p2 html
- “Teenagers born in September are 20 per cent more likely to go to university than youngsters born in August, a study has revealed.
- The startling link between a child's month of birth and their chance of going to university is established by research published this week by the Higher Education Funding Council for England.
- Sir Howard Newby, Hefce chief executive, said that the study also showed how "entrenched" the divisions between affluent and poor neighbourhoods were.
-
But, in an unexpected conclusion, the study found that if every child had the same chance of going to university as those born in September, there would be an extra 12,000 undergraduates each year. By the time a student leaves university, the "birth effect" on their academic performance has worn off.”
- Original Hefce Report, see http://www.hefce.ac.uk/pubs/hefce/2005/05_03/
January 2010: Updated results on young participation can be found in HEFCE 2010/03 'Trends in young participation in higher education: core results for England'. pdf
Verachtert, Pieter , De Fraine, Bieke , Onghena, Patrick and Ghesquière, Pol (2010) 'Season of birth and school success in the early years of primary education', Oxford Review of Education, 36: 3, 285 - 306 10.1080/03054981003629896 concept version
- "Because the Flemish cut-off date is 31 December, children born in the fourth quarter (October-November- December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January-February-March), this was only 6.34%. "
M. Gauquelin, Fran¸oise Gauquelin & S. B. G. Eysenck (1979). Personality and position of the planets at birth: An empirical study. British Journal of Social and Clinical Psychology, 18, 71-75.
pdf and a replication study on American subjects: pdf
Literatuur, online not for free [niet door mij gezien]
Elizabeth U. Cascio and Ethan G. Lewis (2006). Schooling and the Armed Forces Qualifying Test. Evidence from School-Entry Laws. Journal of Human Resources, XLI, 294-318 pdf
- abstract How much can late schooling investments close racial and ethnic skill gaps? We investigate this question by exploiting the large differences in completed schooling that arise among teenagers with birthdays near school-entry cutoff dates. We estimate that an additional year of high school raises the Armed Forces Qualifying Test (AFQT) scores of minorities in the NLSY 79 by 0.31 to 0.32 standard deviations. These estimates imply that closing existing racial and ethnic gaps in schooling could close skill gaps by between 25 and 50 percent. Our approach also uncovers a significant direct effect of season of birth on test scores, suggesting that previous estimates using season of birth as an instrument for schooling are biased.
Musch, J., & Grondin, S. (2001). Unequal competition as an impediment to personal development: A review of the relative age effect in sport. Developmental Review, 21, 147-167. pdf
Bell, J. F., & Daniels, S. (1990). Are summer-born children disadvantaged? The birthdate effect in education. Oxford Review of Education, 16, 67 -80. pdf
- abstract Summer-born children did not perform as well as autumn-born children on the APU Science Survey tests. There is bound to be some confounding of birthdate with length of schooling, but comparisons with foreign studies support the view that it is the age position of the pupil within the class that is the main explanatory factor for this performance difference. A hierarchical linear model (using HLM software) enabled evidence of a birthdate effect to be identified in the performance of pupils aged 11, 13 and 15. The effect is strong at the younger age but is still visible in the older age group. This paper urges teachers to acknowledge these artificial differences in performance when assigning pupils to different ability groupings related to National Assessment levels.
P. Williams, P. Davies, R. Evans and N. Ferguson (1970). Season of birth and cognitive development. Nature 228, 1033-1036. pdf
- “Certain groups of handicapped children clearly contain a high incidence of those born in the summer. The fault seems to lie with the British educational system.”
-
references
Anne West & Andreas Varlaam (1990). Does it matter when children start school? Educational Research, 32, 210-217. pdf
J. McGrath, S. Saha, D. Lieberman, S. Buka (). Season of birth is associated with anthropometric and neurocognitive outcomes during infancy and childhood in a general population birth cohort. Schizophrenia Research, 81, 91-100. pdf
- Uit het abstract: “Winter/spring birth, while associated with an increased risk of schizophrenia, is generally associated with superior outcomes with respect to physical and cognitive development.”
Overige literatuur, genoemd door Beatrijs de Fraine (1997)
Beatrijs de Fraine (1997). Geboortemaand en schoolloopbaan. Literatuurstudie en verkennend onderzoek. Katholieke Universiteit Leuven, Faculteit Psychologie en Pedagogische Wetenschappen, Afdeling Didactiek. pdf
Literatuur [niet door mij gezien]
Fitt, A. B., Seasonal Influences on Growth, Function and Inheritance (Oxford University Press, 1941).
- Genoemd in Williams, Davies, Evans & Ferguson (1970). Het boek is niet digitaal beschikbaar, besprekingen ervan wel: annas-archive
Berglund, G., Intelligence and Season of Birth, Brit. J. Psychol., 58, 147 (1966). pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
Baxter-Jones, A., & Helms, P. (1994). Born too late to win? Nature, 370, 186. pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
Giacomini, C.P. (1999). Association of birthdate with success of nationally ranked junior tennis players in the United States. Perceptual and Motor Skills, 89, 381-386. pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
May, D., & Welch, E. (1986). Screening for schools' readiness: The influence of birthdate sex. Psychology in the Schools, 23, 100-105. pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
McManus, I. C. (1996). Birth dates and admission to medical school. Lancet, 47, 1120. pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
Shearer, E. (1967). The effect of date of birth on teachers' assessments of children. Educational Research, 10, 51-56. pdf
- Genoemd in Helsen, van Winckel & Williams (2005)
Literatuur nieuw gearresteerd
Elad Segev & Sorel Cahan (2013). Older children have a greater chance to be accepted to gifted student programmes. Assessment in Education: Principles, Policy & Practice online first
pdf
It is important to stress the fact that the implications of our results are not limited
to the selection to gifted programmes in the Israeli educational system. Rather, these
implications are much wider, in fact universal. They point out the potential bias and
invalidity of selection procedures based on developmental traits, particularly cognitive
ability and achievement during childhood if the procedures ignore within-grade
age differences.
from the Discussion and conclusions section
