This paper examines whether previously found benefits of delayed school enrollment persist in the long run. In particular, I build upon previous studies that reported positive effects at the elementary school level and extend them using Chilean administrative information. I analyze whether those effects persist during secondary school and at the end of high school; and also, I study effects on college enrollment and associated expected wages. All these outcomes are more relevant in shaping the students’ future life trajectories than are scores in elementary school. Duration model and regression-discontinuity estimates -based on enrollment cutoffs- show that the previously found positive effects at the elementary school level (i) decrease when measured at the secondary school level (on 10 grade test scores), (ii) vanish on college admission exam (PSU) test scores around age 18, (iii) have little (if any) effect on the probability of college enrollment and (iv) have no impact on expected (starting) wages. These findings indicate that delaying the school starting age does not have significant effects on the outcomes of young adults; and therefore, provide evidence against the counterintuitive conclusion that children should start school later.