{"id":5755,"date":"2023-03-03T13:28:40","date_gmt":"2023-03-03T13:28:40","guid":{"rendered":"https:\/\/aaep.org.ar\/?p=5755"},"modified":"2023-03-03T13:28:42","modified_gmt":"2023-03-03T13:28:42","slug":"the-impact-of-grade-configuration-on-high-school-graduation-the-case-of-argentinas-ley-nacional-de-educacion","status":"publish","type":"post","link":"https:\/\/aaep.org.ar\/?p=5755","title":{"rendered":"The impact of grade configuration on high school graduation: the case of Argentina\u2019s Ley Nacional de Educaci\u00f3n"},"content":{"rendered":"<iframe loading=\"lazy\" class=\"wonderplugin-pdf-iframe\" src=\"https:\/\/aaep.org.ar\/wp-content\/plugins\/wonderplugin-pdf-embed\/pdfjslight\/web\/viewer.html?v=2&file=https:\/\/aaep.org.ar\/works\/works2022\/7.pdf\" width=\"100%\" height=\"600px\" style=\"border:0;\"><\/iframe>\n","protected":false},"excerpt":{"rendered":"<p>The organization of levels in the schooling system determines, among other things, the age at which students transition to secondary school. This may be relevant to students\u2019 academic achievement. For instance, teaching methodology may change and younger children may be more susceptible to older peers\u2019 influence who tend to perform poorly in secondary school. In this paper, we explore the effects of the grade configuration reform induced by the National Education Law of Argentina implemented in 2006, which allowed provinces to choose whether children completed 7 or 6 school years in primary school, thus transitioning at different ages to secondary school. Following a difference-in-difference methodology we show that delaying transition to secondary school by one year is associated to a 2 percentage point increase in high school graduation rates. Effects are driven by boys and are larger among students from poor households.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"categories":[29],"tags":[30],"class_list":["post-5755","post","type-post","status-publish","format-standard","hentry","category-anales","tag-aaep-anales-2022"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The impact of grade configuration on high school graduation: the case of Argentina\u2019s Ley Nacional de Educaci\u00f3n - Asociaci\u00f3n Argentina de Econom\u00eda Pol\u00edtica<\/title>\n<meta name=\"robots\" content=\"noindex, follow\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The impact of grade configuration on high school graduation: the case of Argentina\u2019s Ley Nacional de Educaci\u00f3n - Asociaci\u00f3n Argentina de Econom\u00eda Pol\u00edtica\" \/>\n<meta property=\"og:description\" content=\"The organization of levels in the schooling system determines, among other things, the age at which students transition to secondary school. This may be relevant to students\u2019 academic achievement. For instance, teaching methodology may change and younger children may be more susceptible to older peers\u2019 influence who tend to perform poorly in secondary school. In this paper, we explore the effects of the grade configuration reform induced by the National Education Law of Argentina implemented in 2006, which allowed provinces to choose whether children completed 7 or 6 school years in primary school, thus transitioning at different ages to secondary school. Following a difference-in-difference methodology we show that delaying transition to secondary school by one year is associated to a 2 percentage point increase in high school graduation rates. 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