Compared were the academic achievement, personal and social adjustment, and special education referral rates of early, middle, and late school entrants. It was hypothesized that: (1) there is a significant relationship between entry age and achievement and adjustment variables; (2) achievement and adjustment are significantly different among…

This report describes a study that examined the question of whether or not a child's chronological age at school entry or gender affects his/her academic achievement. It posits 2 hypotheses: (1) that there is a low or negligible correlation between the chronological age at which a child enters kindergarten and a sample of the child's overall…