G. Gredler defends his use of the cumulative retention rate to address the question of school readiness. (CL)

First grade entry ages were determined for all learning disabled (LD) children in grades 1 through 12 in a large special education cooperative. The results suggested the possibility that children who enter first grade early may be more likely to be labeled LD than children who enter when they are older. (Author)

The effects of school entrance age on school performance and adjustment were examined by comparing six groups, each representing two months of the year. While there were age group differences in the entry year, there were none in subsequent years. (Author/MT)

In the past, there were no four-year-olds to be found in infant or primary schools. The statutory school age of five had been established in 1870, after a hurried and confused debate in the House of Commons; one hundred years later, it was a regulation still honoured in practice. Throughout the 1960s and 70s, children started school in the term…

The authors, while supporting the view expressed in EC 124 402 that decisions on school readiness should not be determined by birthdate, express concern over statistics used in the study. (CL)

Findings supported the theory that children born late in the year are significantly more likely to be referred for academic problems in the primary grades than are children born early in the year. (CL)

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)

Investigated attitudes of 194 teachers toward a policy which allowed children to enter school at the age of 4 years, 6 months in a single intake at the beginning of the school year. Although teachers were generally in favor of the single intake, many were concerned about the entry age. (RJC)

This article analyzes why schools fail to provide for early admission of intellectually advanced children. Reasons cited include misinterpretation of research findings, bias of school personnel, expense of screening, convenience of administering a uniform entrance age procedure, etc. Benefits accruing from early admission are discussed. (JDD)

Comparison of Great Britain's and other countries' school admission policies suggested that, while Great Britain already has one of the lowest statutory admission ages in Europe and the United States, there is a trend in England and Wales to admit children to school at an even younger age. (Author/CB)

A 1983 survey reveals that in recent years there has been an increasing trend in England toward admitting more children under statutory age to infant school. The implications for nursery and infant education and for the children are outlined. Statistical tables are included. (CT)

Used hypothetical student profiles to investigate factors other than achievement that influence kindergarten teachers' retention decisions. Found that teachers were not more likely to recommend retention for boys, nor for children born in August, although the trend was to retain younger students. Teachers were more likely to retain children…

Two studies examined the effect of school entrance age on the social acceptance and self-perceptions of kindergarten and first-grade children. Teachers' ratings and peer nominations described initial social problems in youngest children, which were overcome by first grade. Found no differences in self-reported school adjustment, loneliness,…

Policies such as raising of entrance age, readiness screening, and kindergarten retention are intended to solve the problem of inappropriate academic demand by removing younger or unready children from the regular classroom. Research evidence does not support the efficacy of these policies. (RH)

Examined the effect of several variables on children's academic readiness at the end of kindergarten. Results indicated that age of entry into school and number of years in preschool predicted academic readiness. Children who entered preschool by age four scored higher on readiness measures than those who entered at age five. (BC)