The Evolution of the School-Entry Age Effect in a School Tracking System
研究德国10岁学生分流制度中，因出生日期接近截止日而随机产生的入学年龄差异如何导致截然不同的教育经历，发现年龄较小的学生进入学术轨道的概率仅为年龄较大学生的三分之二，且推迟分流至12岁并未减弱该效应。
In Germany, students are streamed at age ten into an academic or non-academic track. We demonstrate that the randomly allocated disadvantage of being born just before as opposed to just after the cutoff date for school entry leads to substantially different schooling experiences. Relatively young students are initially only two-thirds as likely to be assigned to the academic track. The possibility to defer tracking to age 12 does not attenuate school-entry age's effect on track attendance. Some mitigation of the effect occurs only at the second time when educational institutions facilitate track modification when students are about age 16.