Sibling health, schooling and longer-term developmental outcomes

Ryan, Chris and Zhu, Anna (2016). Sibling health, schooling and longer-term developmental outcomes. LCC Working Paper Series 2016-15, Institute for Social Science Research, The University of Queensland.

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Author Ryan, Chris
Zhu, Anna
Title Sibling health, schooling and longer-term developmental outcomes
School, Department or Centre Institute for Social Science Research
Institution The University of Queensland
Open Access Status File (Publisher version)
Series LCC Working Paper Series
Report Number 2016-15
Publication date 2016-07
Total pages 47
Language eng
Abstract/Summary We explore the extent to which starting primary school earlier by up to one year can help shield children from the detrimental, long-term developmental consequences of having an ill or disabled sibling. Using data from the Longitudinal Study of Australian Children, we employ a Regression Discontinuity Design based on birthday eligibility cut-offs. We find that Australian children who have a sibling in poor health persistently lag behind other children in their cognitive development - but only for the children who start school later. In contrast, for the children who commence school earlier, we do not find any cognitive developmental gaps. The results are strongest when the ill-health in the sibling is of a temporary rather than longer-term nature. We hypothesise that an early school start achieves this by lessening the importance of resource-access inequalities within the family home. However, we find mixed impacts on the gaps in non-cognitive development.
Keyword Educational economics
Human capital
School starting age
Sibling health
Institutional Status Non-UQ

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Created: Wed, 20 Jul 2016, 14:36:59 EST by Francisco Paco Perales on behalf of Institute for Social Science Research