Teaching Practices and the Persistence of School-Entry Age Effects. EdWorkingPaper No. 25-1205
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| Title: | Teaching Practices and the Persistence of School-Entry Age Effects. EdWorkingPaper No. 25-1205 |
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| Language: | English |
| Authors: | Ildefonso Mendez, Gema Zamarro, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 40 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Secondary Education |
| Descriptors: | Teaching Methods, School Entrance Age, Eligibility, Educational Policy, Age Differences, Elementary Secondary Education, Foreign Countries, Active Learning, Cooperative Learning, Correlation, Teaching Styles, Diagnostic Tests, Achievement Tests, International Assessment, Secondary School Students |
| Geographic Terms: | Spain |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| Abstract: | We consider the effect of teaching practices on the persistence of school-entry age effects caused by rigid cutoff dates for school eligibility in Spain. We document significant school-entry age effects for the same cohort of students when they were in elementary and secondary school. Then, we test whether school-entry age effects at age 15 are lower for those students who were more frequently exposed in elementary school to modern teaching practices, grounded in active and cooperative learning. We find that the relationship between teaching practices and age effects is non-linear. Extreme bias toward any practice, modern or traditional, by elementary teachers exacerbates age effects. Conversely, age effects are mitigated when elementary teachers follow a balanced approach that combines different teaching styles. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674109 |
| Database: | ERIC |
| Abstract: | We consider the effect of teaching practices on the persistence of school-entry age effects caused by rigid cutoff dates for school eligibility in Spain. We document significant school-entry age effects for the same cohort of students when they were in elementary and secondary school. Then, we test whether school-entry age effects at age 15 are lower for those students who were more frequently exposed in elementary school to modern teaching practices, grounded in active and cooperative learning. We find that the relationship between teaching practices and age effects is non-linear. Extreme bias toward any practice, modern or traditional, by elementary teachers exacerbates age effects. Conversely, age effects are mitigated when elementary teachers follow a balanced approach that combines different teaching styles. |
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