| Sumario: | We study how parents react to a widely-used school policy that puts some children at a learning disadvantage: age at school entry. First, we document that younger children in Spain perform significantly worse at school than their older peers and, key to causality, for children born in winter this effect is not due to seasonality. Furthermore, this effect is significantly greater among children from disadvantaged families. Then, we analyze data on parental investment and find that college-educated parents increase their time investment and choose better schools when their children are the youngest at school, while non-college-educated parents do not.
|
|---|