The impact of month of birth on child development

There is considerable variation in the age at which children in England start school, largely because those born between September of one year and August of the following year tend to start school at the same time.

Recent IFS research examined the effects of school starting age on educational attainment, and found large and persistent effects. We have now funded the IFS to research the extent to which other skills and behaviours may also be affected by school starting age. 

This project has two key aims:

1. To identify the impact of month of birth on the development of a range of key skills – including cognitive, non-cognitive, behavioural, social and emotional skills – and engagement in a range of risky behaviours – including smoking, drinking and anti-social behaviour – amongst today’s children.

2. To identify the best school admissions policy – in terms of all-round skill development and overall behaviour, as well as educational attainment – for a child born towards the end of the academic year, with a view to making clear and practical policy recommendations.

The researchers will use data from the Millennium Cohort Study, the Avon Longitudinal Study of Parents and Children, and the Longitudinal Study of Young People in England.  

Research findings November 2011

Relative to children born in September, children born in August, on average:

• score substantially lower in national achievement tests and other measures of cognitive skills;
• are 7 percentage points (20%) more likely to study for vocational qualifications if they stay on in post-compulsory education;
• are 1½ percentage points (20%) less likely to attend a Russell Group (high-status) university at age 19;
• have lower confidence in their academic ability and are less likely to believe that they control their own destiny (locus of control) as teenagers.
• are between 20 and 30 percentage points (2½ and 3½ times) more likely to be regarded as below average by their teachers in reading, writing and maths at age 7;
• exhibit lower socio-emotional development;
• are 7 percentage points (2½ times) more likely to report being always unhappy at school and 6 percentage points more likely (twice as likely) to report being bullied all the time at age 7.