Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/17988
Longitudinal Study: LSAC
Title: Sibling Health, Schooling and Longer-Term Developmental Outcomes
Authors: Ryan, C 
Ryan, Chris 
Zhu, Anna 
Institution: Melbourne Institute
Publication Date: Oct-2015
Pages: 40
Keywords: Educational economics, human capital, school starting age, sibling health
Abstract: 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.
URL: http://melbourneinstitute.com/downloads/working_paper_series/wp2015n21.pdf
ISBN: ISBN 978-0-7340-4393-1
Research collection: Reports and technical papers
Appears in Collections:Reports

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