Studied effects of beginning school age and gender on later school achievement and retention in grade (N=117). No significant differences among the three age groups were found at kindergarten, second, or fourth grade. Differences in achievement between boys and girls were noted. (BH)

Contends that arguments for raising the age of entry to school in Australia are not supported by the research evidence and are contrary to trends overseas, where the movement is towards extending early childhood programs rather than raising the age of entry to school. (Author/MP)

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)

Examines whether there is a significant difference between the achievement test scores of students who entered first grade as five year olds and those who entered as six year olds. Subjects were selected from Grades 1, 4, and 8. (MP)

Estimations of enrollment age and schooling duration for Tanzanian children revealed different patterns for boys and girls. Although girls have lower levels of education, they enroll earlier, either because of lower returns to preschool experience for girls or parental desire to prepare them for the marriage market as soon as possible. (SK)

Addresses the origins of the American school readiness myth, arguing that Americans are far too preoccupied with readiness. Concludes that early childhood professionals need to address and demystify this myth by defining early childhood education in the content-oriented context of what young children should know and be able to do. (SD)

The appropriate age for students to begin school is an issue of debate for educators, administrators, and parents. Parents worry that young children may not be able to compete with older classmates; schools worry that young students will not be able to meet rigorous academic standards associated with school accountability. Past literature is…

A study determined if either school entry age or gender had any effect on the reading achievement of 121 second-grade students from the Metuchen, New Jersey, public school district. The subjects were administered the California Achievement Test in the Spring of 1994. Results indicated that late starters scored significantly better than early…

In contrast to a common set of roles or definitions, it is a common sense of mission that unifies practitioners in the field of early childhood education. Successful missions in time become transformed into organizational sagas that capture the allegiance and commitment of a group. Early childhood educators can increase their commitment to the…

Children are generally identified as learning disabled as a result of their achievement and perceptual skills below an expectancy level which is based on mental age, grade level and/or chronological age. Despite its usefulness, Maturity is infrequently considered. The ages at entrance to school of a group of 67 learning disabled (LD) students…

LATE SCHOOL ENTRANTS WERE SELECTED AND MATCHED WITH EARLY SCHOOL ENTRANTS ON THE BASES OF AGE, IQ, SEX, SOCIOECONOMIC STATUS, AND CLASSROOM. IN ADDITION, LATE SCHOOL ENTRANTS WERE SELECTED FROM THE SAME GRADE RANGES FROM ALL LATE SCHOOL ENTRANTS IN THE COUNTY AND COMPARED WITH THE SAME NUMBER OF RANDOMLY SELECTED EARLY SCHOOL ENTRANTS FROM ONE…

All children should be started in school, and subsequently promoted, on basis of their behavior age rather than on basis of their age in years. Research data support this idea, and some schools that have adopted it as policy find that they can reduce failure by 50 percent. A child's school readiness can be tested with a behavior examination. (KH)

The study reports on a group of 25 educationally accelerated entrants to Johns Hopkins University. Findings support the ability of students who enter a highly selective college two to five years early to make good grades, win honors, and graduate promptly. (Author/CL)

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)

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)