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)

Argues that "redshirting" in kindergarten (or maintaining children in grade) can be a positive intervention if (1) the concept is used to enhance ability rather than underline failure and (2) the time periods children spend in the primary grades are made more flexible (to accommodate children's different rates of mastering skills). (KS)

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

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.…

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)