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α: calibrated so average coauthorship-adjusted count equals average raw count
This paper studies how parents react to a widely-used school policy that puts some children at a learning disadvantage: age at school entry. To do so, we analyze Spanish data on parental investments and find that college-educated parents increase their time investments and choose better schools for children who are younger than their classmates at school entry, while non-college-educated parents do not do any of both. Consistent with this compensating behavior, we document a lower age-at-school-entry penalty among children with college-educated parents.