School starting age and the social gradient in educational outcomes

We provide evidence on the heterogeneous (positional) effects on school performance of two mandatory schooling reforms in Norway targeting achievement gaps based on family background and immigrant status. Both reforms effectively lowered school starting age by one year. Using high-quality register data, we examine children's grade point average (GPA) rank at age 15–16 and high school completion at age 21 as the main outcomes. Although not fully conclusive, our results suggest that the reforms neither had the intended effect of reducing socioeconomic achievement gaps or immigrant-native differentials, nor did they change the influences of relative age or gender.