Birth order effects on young students’ academic achievement

We examine birth order effects on academic achievement for ten-year-old students using data for the entire population of fifth graders in Norway 2007/2008. The analysis thus adds to a thin empirical literature focusing on birth order effects among young children. We find that being firstborn confers a significant advantage in families with two, three and four children. The analysis makes two other contributions. First, we provide evidence that unless mother's age at childbirth is included among the control variables, only small and imprecise birth order effects are revealed in families with low socioeconomic status. Second, we provide some evidence that the birth order effects differ across families with highly educated and less educated mothers, which lend support to the resource dilution model over the confluence model.