This research study was conducted to examine the effects of the Kindergarten Readiness program in a large suburban school district in Tennessee as measured by third grade Reading and Mathematics TCAP Achievement Test scores. In addition, the study examined the relationships between the chronological ages of the students at kindergarten entry and…

Early childhood education and school readiness is essential to preparing children to succeed in an increasingly competitive global economy. Compared to other countries, however, the United States lags far behind on preschool, trailing a number of other countries in enrollment, investment, and quality. In February 2013, however, President Barack…

This research examined the scope of parental involvement at school entry and sought to determine what, if any, differences existed between ethnic groups. In addition, the researcher attempted to determine if parental involvement was related to academic achievement at school entry. Participants were the African American and European American…

State and district accountability systems are increasingly including retention in grade for young students who do not demonstrate adequate reading achievement levels. This article examines the research on the effectiveness of retention and other responses, including social promotion, and the growing parental practice of "academic redshirting" of…

Summarizes recent ERIC (Educational Resources Information Center) documents and journal articles that discuss issues related to children's age at entry into school. Includes details about ERIC and ordering ERIC documents. (EV)

This study examined the relationship between age at school entry and reading readiness in kindergarten. Subjects included 30 kindergarten students selected randomly from a population of 56 students at a parochial school in a predominantly low socioeconomic status neighborhood in Chicago, Illinois. All students were African American and ranged in…

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…

Assessed the reading and mathematics abilities of kindergartners and first graders in the fall and spring of the school year. Found that younger first graders made as much progress over the year as older first graders and more than older kindergartners. Findings demonstrated that entrance age was not a good predictor of learning or academic risk.…

Retrospective examination of primary graders' (N=34) preschool performance on a predictive instrument and its relationship to primary school reading achievement found that those judged as needing (and who took) another year of preschool were reading significantly better than others who displayed similar developmental anomalies but did not take…

Parents in affluent communities have been following the suggestion of research and delaying kindergarten entry of their young age-eligible children in order to increase the likelihood of the child's academic success. This study examined the correlation between the chronological age of a child entering kindergarten and his or her performance on…

This study examined scores on second, third and fourth grade reading and mathematics tests to determine the effects of beginning school age on later school success. The analysis involved 352 participants in one rural school district in Western New York. Participants were divided into three groups: (a) age appropriate for entrance to school, (b)…

There is continuing controversy about the optimal or appropriate age at which children should start school. The purpose of this study is to examine the relationship between age and achievement. It is an attempt to evaluate the hypothesis that older students fare better academically than their younger classmates. Findings indicate that on average…