Is there an optimal school starting age?

Abstract

In many countries, the positive impact of older school-entry ages on standardized test scores and other schoolrelated outcomes has been well-established. However, due to inconclusive evidence, it is currently unknown whether and how these benefits persist in the long term. As such, policymakers need to carefully consider their unique institutional context when determining students’ optimal school starting age and the best way to implement it. Four especially important institutional considerations include: the prevalence of high-quality early childhood education, early grade retention policies, tracking systems, and compulsory school-attendance laws. ELEVATOR PITCH