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| Author | : Laurie A. Osborne |
| Publisher | : |
| Total Pages | : 60 |
| Release | : 1988 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Ashlesha Datar |
| Publisher | : |
| Total Pages | : 164 |
| Release | : 2003 |
| Genre | : Academic achievement |
| ISBN | : |
The past two decades have seen a rising trend in the minimum entrance age for kindergarten in the United States, motivated by findings from studies finding that older entrants perform better than younger entrants on a wide range of outcomes. Delaying kindergarten entrance, however, imposes additional childcare and time costs on families whose children are forced to stay out of school for another year. This dissertation provides new evidence on the causal effect of delaying kindergarten entrance on children's academic achievement in elementary school. The author finds that, compared to other educational interventions, a one-year delay in kindergarten entrance has a positive and significant effect on children's test scores both when they begin school and at the end of two years in school. Although the initial entrance-age effect is smaller among poor and disabled children compared with that for non-poor and non-disabled children. delaying entrance has a sizable effect on test score gains over time for poor and disabled children but a negligible effect on gains for non-poor and non-disabled children. The author also developed an economic model for parents' kindergarten entrance age decisions and examined the effect of socioeconomic factors on these decisions. Higher childcare prices and maternal wages significantly lower the age at which parents desire to send their child to kindergarten.
| Author | : Wendy Kelly Jordan |
| Publisher | : |
| Total Pages | : 108 |
| Release | : 2012 |
| Genre | : Early childhood special education |
| ISBN | : |
This study examined relationships between specific data on students referred for and placed in the exceptional children's program. The context is a rural North Carolina county and included 206 records of K - 6th graders spanning academic years 2007-08, 08-09 and 09-10. The kindergarten entrance ages of students were divided into categories of on time, early and late entrants. Redshirted students were also included. Both Pearson Product Moment correlations and a logistic regression model of analysis were employed as these statistical measurements allowed the researcher to examine variables and their relationships that served to predict likelihood of outcomes related to placement. When referring students for testing, statistically significant relationships were determined between a student's race and age at referral (r = .152), a student's race and his/her low socioeconomic status (r = -.226), a student's age at kindergarten entry and the age at which he/she is referred for testing (r = .182) and a student's age at kindergarten entry and number of retentions (r = -.162). When determining placement into the exceptional children's program, statistically significant relationships were determined with gender ([beta] = -.684) and number of in grade retentions ([beta]= .705). Practically significant findings, although not statistically significant, that may prove beneficial for practitioners, included the predictability between a student's race and the likelihood for placement ([beta] = -.351 for black students). Considering kindergarten entrance age, early entrants are predicted to be placed in the exceptional children's program at a much higher rate than other entrants ([beta] = .993).
| Author | : Ummuhan Yesil-Dagli |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 2006 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Marilyn Georgia Schriner |
| Publisher | : |
| Total Pages | : 128 |
| Release | : 1974 |
| Genre | : Education, Elementary |
| ISBN | : |
| Author | : Detroit Public Schools |
| Publisher | : |
| Total Pages | : 76 |
| Release | : 1925 |
| Genre | : Kindergarten |
| ISBN | : |
| Author | : Greta Gwen Evans-Becker |
| Publisher | : |
| Total Pages | : 488 |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
| Author | : Edward William Goetch |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 1926 |
| Genre | : Education |
| ISBN | : |
| Author | : Pam Whitted |
| Publisher | : |
| Total Pages | : 116 |
| Release | : 2003 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 316 |
| Release | : 2015 |
| Genre | : Birth date effect (Academic achievement) |
| ISBN | : |
The purpose of this study was to investigate the issue of whether or not kindergarten entrance age makes a difference in school success. Some parents delay their child's kindergarten entrance. Students whose kindergarten entrance was delayed are one year or more older than peers in the same classroom, which may give them an advantage (through advanced development) or a disadvantage (through delayed exposure to academics). This study fills a gap in the current literature because it used a longitudinal design and examined the difference in scores over time with the consideration over potential covariates. The specific research questions were: Are there academic advantages in delaying a child's kindergarten entrance as evidenced by academic assessments in third grade, fifth grade, and eighth grade after taking potential covariates into account? Secondly, do students whose kindergarten entrance was delayed, exhibit different behaviors in kindergarten after controlling for potential covariates? This study used the Early Childhood Longitudinal Study (ECLS), Kindergarten (K) Class of 1998-1999 dataset to answer the research questions. The ECLS-K is a large-scale and longitudinal dataset providing nationally representative and generalizable data from approximately 16,000 kindergarten students. Analysis of covariance was used to answer the two research questions. The data analysis to answer the first research question examined the change over time in reading, mathematics, and general knowledge assessments administered in grades kindergarten, first, third, fifth, and eighth. The second research question examined change over time in problematic behaviors as reported by the teacher. The results of this study determined that children whose kindergarten entrance was delayed had an initial advantage in kindergarten in reading, mathematics, general knowledge, and they had fewer problematic behaviors. However, the younger students had a significantly steeper slope of learning. The consideration of covariates did not affect the results. The findings of this study have implications regarding delaying a child's kindergarten entrance, policy decisions, teachers' delivery of instruction, and curricular expectations in early childhood classrooms.
