Journal of Human Resources · 2026 · [{"name": "Tímea Laura Molnár", "affiliation": ["Central European University"]}]
中文摘要
摘要：我利用匈牙利的行政考试成绩与医疗处方数据以及心理健康调查，研究达到入学年龄的儿童自愿推迟入学（"学业红衫"，academic redshirting）现象。我利用一项仅针对1月1日前出生、可能被推迟入学的儿童所要求的入学准备度评估，识别出因"红衫"而晚一年入学这一新的局部平均处理效应（LATE）。以1月1日之后出生作为工具变量，我估计了对那些本可借"红衫"克服发育不足、却因该评估而被劝阻的未达入学准备标准儿童的效应。我发现测试成绩、高中分轨选择、教育抱负与毕业率均有所改善——但仅限于男孩；这些男孩同时也更少焦虑、更为自信、更少遭受欺凌。因此，"红衫"缩小了性别差距，例如使高中完成率的差距缩小了60%。
Abstract
<h3>Abstract</h3> I study voluntary delays in the school entry of age-eligible children (“academic redshirting”), using Hungarian administrative test score and medical prescription data, and mental health surveys. I identify a new Local Average Treatment Effect of starting school a year older due to redshirting, by exploiting a school-readiness evaluation required only for potentially redshirted children born before January 1. Instrumenting with post-January 1 births, I estimate effects for non-schoolready children who could overcome developmental deficits with redshirting but are deterred by the evaluation. I find improved test scores, high school track choices, educational aspirations, and graduation rates—but only for boys, who are also less anxious, more confident, and less bullied. Redshirting thus shrinks gender gaps, such as closing the high school completion gap by 60 percent.