Escolarización temprana, trimestre de nacimiento y rendimiento educativo en primaria Early schooling, quarter of birth and academic achievement in Primary Education
Bibliographic record
Abstract
Recent works from different disciplines deal with the long-term effects of childhood conditions. International studies that show the positive influence of pre-primary schooling are systematically based on students over 3 years old. The analysis of the influence on later academic outcomes for children under 3 years is almost non-existent. Besides, the maturity differences when entering the education system, because of the one-year difference within each age cohort, also appear to have long-term effects on educational outcomes. The present work provides evidence for Spain on the influence of early childhood education ?the one given before age 3? and the quarter of birth on the competences of students in fourth grade. To do this we use the General Diagnostic Assessment (GDA) held in Spain in 2009. The sample was obtained hierarchically and therefore multilevel regression techniques are applied to detect how these two factors influence the four competences assessed in the GDA, controlling other factors that could influence the outcomes according to the literature. The estimations indicate that early schooling has a statistically significant and positive effect only on linguistic and mathematic competences. This effect is even greater for students born in the fourth quarter of the year, who have worse outcomes in all competences compared to the rest of their peers. The results point to the need of extending free pre-primary education in Spain, preferably for the younger students, and to establish specific plans to support students who have had little schooling in noncompulsory stages or were born in the last quarter of the year.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".