The Impact of the Minimum School Starting Age on First Grade Enrollment
| Males | Females | |||
|---|---|---|---|---|
| (1) | (2) | (3) | (4) | |
| Age of youngest children (months) | −0.0585 | −0.1323 | −0.0469 | −0.1417 |
| (0.0080) | (0.0235) | (0.0110) | (0.0213) | |
| Youngest × (January–March) | 0.1411 | 0.1363 | ||
| (0.0204) | (0.0204) | |||
| Youngest × (April–June) | 0.1287 | 0.1386 | ||
| (0.0243) | (0.0204) | |||
| Youngest × (July–September) | 0.1134* | 0.1240* | ||
| (0.0311) | (0.0236) | |||
| Black interactions | ||||
| Age of youngest children × Black | −0.0030* | 0.0009* | 0.0013* | 0.0027* |
| (0.0044) | (0.0053) | (0.0062) | (0.0050) | |
| Youngest × (January–March) × Black | 0.0005 | 0.0011 | ||
| (0.0003) | (0.0003) | |||
| Youngest × (April–June) × Black | −0.0023 | −0.0018 | ||
| (0.0003) | (0.0002) | |||
| Youngest × (July–September) × Black | −0.0023* | −0.0015* | ||
| (0.0003) | (0.0002) | |||
| Hispanic interactions | ||||
| Age of youngest children × Hispanic | 0.0003* | 0.0011* | −0.0001* | 0.0002* |
| (0.0001) | (0.0003) | (0.0002) | (0.0004) | |
| Youngest × (January–March) × Hispanic | 0.0002 | 0.0005 | ||
| (0.0004) | (0.0003) | |||
| Youngest × (April–June) × Hispanic | −0.0016 | −0.0012 | ||
| (0.0005) | (0.0004) | |||
| Youngest × (July–September) × Hispanic | −0.0012* | −0.0012* | ||
| (0.0004) | (0.0004) | |||
| Other race interactions | ||||
| Age of youngest children × other race | 0.0050* | 0.0082* | 0.0061* | 0.0104* |
| (0.0101) | (0.0116) | (0.0064) | (0.0049) | |
| Youngest × (January–March) × other race | −0.0005 | −0.0006 | ||
| (0.0005) | (0.0004) | |||
| Youngest × (April–June) × other race | −0.0024 | −0.0014 | ||
| (0.0004) | (0.0004) | |||
| Youngest × (July–September) × other race | −0.0018 | −0.0019 | ||
| (0.0004) | (0.0005) | |||
| Sample size | 102,958 | 102,958 | 99,534 | 99,534 |
Note: The dependent variable is one if the individual is enrolled in Grade 1 or higher and zero otherwise. All models are population weighted and clustered at the state of residence level. Heteroskedastic-consistent standard errors in parentheses. Bold coefficients are significant at the 5 percent level. Columns 1 and 3 include indicators for the existence of publicly funded kindergarten, sex, race, state of residence, and census division-specific year cohorts. Columns 2 and 4 further include birth quarter indicators and interactions between state of residence and birth quarter and year and birth quarter. The sample includes six-year-olds from the 1960, 1970, and 1980 U.S. Censuses. An asterisk indicates that youngest plus the specified interaction effects are nonzero at the 10 percent level.