Recuperar o atraso ao longo do tempo : o impacto da entrada precoce na escola no desempenho escolar
Bibliographic record
Abstract
This thesis examines the impact of early school entry on school performance in Italy using national standardized test data (INVALSI). Since student’s age of entry in primary school may be endogenous, I employ an instrumental variable estimation strategy that leverages variations in the quarter of birth to compare test scores of younger and older students within the same cohort. Additionally, I use a propensity score matching approach to assess the impact of early school entry on similarly aged students from two adjacent cohorts. Results show that early entrants score significantly lower in both verbal and mathematics tests in grade 2. However, this score gap diminishes over time, becoming insignificant in verbal tests by grade 5 and narrowing in mathematics tests by grade 10. Furthermore, the analysis examines the existence of spillover effects at classroom-level, finding that the proportion of early entrants in a class does not negatively affect the performance of regular students. These findings suggest that while early school entrants may face initial challenges, supportive interventions can help mitigate the gap with respect to older peers over time. Policymakers should consider flexible strategies that aim at providing anticipating students with additional support, rather than prohibiting early entry.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.003 | 0.003 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".