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Download full textDhuey, Elizabeth; Figlio, David; Karbownik, Krzysztof; Roth, Jeffrey – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2018
We present evidence of a positive relationship between school starting age and children's cognitive development from age 6 to 18 using a fuzzy regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being old for grade (being born in September versus August) that are…
Descriptors: School Entrance Age, Cognitive Development, Educational Attainment, Grade Repetition
Peer reviewed
Direct linkRaffaele Mendez, Linda M.; Kim, Eun Sook; Ferron, John; Woods, Bonnie – Journal of Educational Research, 2015
The authors examined long-term outcomes for children who experienced delayed entry to kindergarten or kindergarten retention. They used a cohort of 6,841 students to compare these groups to each other and typically progressing peers. First, the authors compared the groups on demographic and early childhood variables. For the long-term school-based…
Descriptors: Kindergarten, Young Children, Elementary School Students, Equal Education
SMITH, WALTER D. – 1959
LATE SCHOOL ENTRANTS WERE SELECTED AND MATCHED WITH EARLY SCHOOL ENTRANTS ON THE BASES OF AGE, IQ, SEX, SOCIOECONOMIC STATUS, AND CLASSROOM. IN ADDITION, LATE SCHOOL ENTRANTS WERE SELECTED FROM THE SAME GRADE RANGES FROM ALL LATE SCHOOL ENTRANTS IN THE COUNTY AND COMPARED WITH THE SAME NUMBER OF RANDOMLY SELECTED EARLY SCHOOL ENTRANTS FROM ONE…
Descriptors: Achievement, Achievement Tests, Comparative Analysis, Enrollment
