The influence of age of entrance to first grade on subsequent rate of scholastic development was tested in this longitudinal investigation. Forty-one pairs of boys and forty-nine pairs of girls, matched according to sex, intelligence, and socioeconomic status, were subjects. The mean chronological age of late entrants was 81 months, opposed to 72…

THIS INVESTIGATION WAS DESIGNED TO ASSESS THE INFLUENCE OF AGE OF ENTRANCE INTO THE FIRST GRADE ON ARITHMETIC ACHIEVEMENT. THE SCORES ON ARITHMETIC ACHIEVEMENT TESTS WERE COMPARED FOR 378 LATE AND EARLY ENTRANT BOYS AND GIRLS IN THE FIRST TO SIXTH GRADES. THE LATE ENTRANTS WERE BETWEEN 8 AND 9 MONTHS OLDER THAN THE EARLY ENTRANTS. THEORETICALLY,…

This paper reviews literature and research on the effects of age of initial entry into schooling, citing over 20 studies from the 1930's through the 1970's relating entrance age to academic success and personality development. Studies investigating the effect of early entry into first grade on academic achievement have indicated that not only…

This review of research, part of the Illinois State Board of Education's Early Childhood Education Policy Study, focuses on issues related to potential state funding for full-day kindergarten and changes in the age at which children enter kindergarten. Specifically addressed are the following issues: (1) a review of the legislative background on…

This study compared the academic and social development of students who entered grade 1 very early (5:6 years or 5:7 years), in the mid range (5:8 to 6:3 years), and very late (6:4 years or older). The purpose of the study was to explore the hypothesis that the early grade 1 entrants would have continuing problems in both academic and social…