Relative age, college satisfaction, and student perceptions of skills gained

Abstract

School starting age policies typically result in academic cohorts where the oldest students are approximately a full year older than their youngest peers. A student’s relative age in their cohort has been shown to have significant effects on a growing list of outcomes, academic and non-academic. On average, relatively older students have been found to perform better in school, particularly during early education. Some evidence exists they continue to fare better in post-college labor markets. Soft skills, satisfaction with education, and collegiate differentials, generally, have received less attention. Using a sample of students from hundreds of U.S. colleges and universities, we estimate the effects of relative age on student satisfaction with higher education and their perceived gains in 13 knowledge and skill categories during undergraduate tenure. College GPAs are also examined. Controlling for other factors, relatively older students report smaller gains in a large number of skill and knowledge categories. In none of the categories available for analysis do they report higher average gains. This does not appear due to academic achievement or involvement, as they also earn similar grades, on average, and report feeling similarly satisfied with their overall collegiate experience and instruction specifically. Thus, while relatively older students earn similar grades and leave college no less satisfied, they perceive to have benefited less from higher education in terms of skill and knowledge gains.