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dc.contributor.authorBerniell, Inés
dc.contributor.authorEstrada, Ricardo
dc.coverage.spatialEspañaes_ES
dc.date.accessioned2017-11-16T18:33:23Z
dc.date.available2017-11-16T18:33:23Z
dc.date.issued2017-11-08
dc.identifier.urihttp://scioteca.caf.com/handle/123456789/1112
dc.description.tableofcontentsIn this paper, we study how parents react to a widely-used school policy that puts some children at a learning disadvantage. Specifically, we first document that, in line with findings in other countries, younger children in Spain perform significantly worse at school than their older peers and – key to causal interpretation – that for children born in winter this effect is not due to birth seasonality. Furthermore, the age of school entry effect is significantly greater among children from disadvantaged families. To understand why, we analyze detailed data on parental investment and find that college-educated parents increase their time investment and choose schools with better inputs when their children are the youngest at school entry, while non-college-educated parents do not.es_ES
dc.language.isoenes_ES
dc.publisherCAFes_ES
dc.relation.ispartofseriesCAF – Working paper;N° 2017/23
dc.rightsCC-BY-NCes_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/es_ES
dc.subjectEducaciónes_ES
dc.subjectEconomíaes_ES
dc.subjectEquidad e inclusión sociales_ES
dc.subjectInvestigación socioeconómicaes_ES
dc.subjectPobrezaes_ES
dc.subjectPolíticas públicases_ES
dc.subjectFamilia
dc.titlePoor Little Children: The Socioeconomic Gap in Parental Responses to School Disadvantagees_ES
dc.typeworkingPaperes_ES
dc.publisher.cityBuenos Aireses_ES


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CC-BY-NC
Excepto si se señala otra cosa, la licencia del ítem se describe como CC-BY-NC