Late entry into primary school is a widespread phenomenon in developing countries. Students who enter school late are more likely to repeat grades, drop out and perform more poorly. Yet the phenomenon has received little scholarly attention, and there is a dearth of cross-national data. In this paper, we draw on data from the Multiple Indicator…

Presents findings on academic success of early entrants to school that show children younger at school entrance often have academic problems that last throughout their school careers. Suggests changing the cutoff dates for school entrance and using better developmental assessment to determine children's readiness to enter school. (MD)

Recent statements by educators and child development specialists support the contention that a child's developmental maturity is the key predictor of success in school. Possible modifications of student placement policies are considered, including establishment of transitional programs for kindergarten graduates not fully ready for first grade.…

The use of readiness assessment rather than chronological age for admission to kindergarten is proposed. The article examines why this approach is needed, how it might be accomplished, and the relative advantages of admitting by readiness assessment compared to chronological age. (JDD)

Reports on a study of the role of pupil age in scholastic performance among 4,123 Maltese primary-age students. Finds a strong and consistent age effect in Maltese, English, and mathematics achievement in three grade levels. Also finds that girls consistently outperformed boys in the three subjects. (CFR)