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The month in which we are born affects our experience of and progress through the education system and is known as the relative age effect. This study reports on a project in which the author conducted mixed methods research into the impact of different birth months on enrolment patterns and participant experiences within further education in England, a neglected sector for this research area. This paper challenges the current view that the negative impact of being born later in an academic year cohort dissipates with age. Analysis of the findings shows that enrolment patterns are skewed towards the summer months for those entering the further education college in the study and that the month of May should be included in the definition of summer months. Summer-born study participants were aware of their relative age at a social and physical level, but made no connection to their academic progress. This paper argues that relative age is a significant driver for enrolment to and, therefore, subsequent performance within further education, which should be monitored alongside other better known disadvantage factors, with the aim to reduce and eliminate this systemic disadvantage. [ABSTRACT FROM AUTHOR]

Relative age effects (RAEs; R. H. Barnsley, A. H. Thompson, & P. E. Barnsley, 1985) convey school attainment (dis)advantages depending on whether one is relatively older or younger within annually age-grouped cohorts. In the present study, the authors examined the pervasiveness of RAEs by examining (a) attainment in 4 secondary school subjects, (b) attainment consistency across subjects, (c) pupils enrolled in gifted and talented programs, (d) pupils referred for learning support or identified as having special educational needs, and (e) whether RAEs were related to pupil attendance. For 2004-2005, attainment, program participation, and attendance data for 657 pupils (aged 11-14) at a secondary school in North England were analyzed. Relatively older pupils (i.e., September-November born) attained significantly higher in subjects (except for English), were more likely to attain consistently high scores across subject areas, and be enrolled in gifted and talented programs. In contrast, relatively younger pupils (i.e., January-August born) were overrepresented in learning support referrals and identified as having special educational needs, and were more likely to be among the lowest 20% of attainment and attendees, attending on average school 6 days less. RAEs are pervasive and systematic across the curriculum, implicating maturational and psychological mechanisms. [ABSTRACT FROM AUTHOR]

The relative age effect (RAE) consists of the lower presence of members of an age group born in the months furthest from the age cut-off date established. In youth soccer, it is known that because of this effect the birth dates of more players in a team are closer to the cutoff of 1 January. These older players, due to their physical and psychological advantages, are more likely to be identified as talent. This study aimed to examine whether RAE can be identified in professional players of the top five European soccer leagues (Spain, Italy, England, Germany, and France) and to assess its influence on the perceived market value of the players. Market value data for 2577 players were obtained from the Transfermarkt database. A significant RAE was produced in all leagues ( p < 0.05). However, this bias did not affect the market value of the professional elite soccer players examined here. Our observations indicate that, while the identification and promotion of talent at young ages are often biased by RAE, once players have reached the professional stage, the market value assigned to them is based more on factors other than their date of birth.