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)…

Findings of a recent Oregon Department of Education survey of elementary school principals are reported. In fall, 1988, questionnaires were mailed to 789 elementary school principals in the state. A total of 694 responded. The survey was designed to provide insight into important trends in kindergarten and first grade. The following topics were…

The first part of this document presents the results of a survey of early entrance testing procedures in 25 Florida districts and details teacher ratings of 486 first-grade and 154 kindergarten students whose entrance test results had permitted them to enter kindergarten a year earlier than other students with birthdays between October and…

This report presents findings from the first year of a pilot program permitting kindergarten age students to enter school at the first grade level (K-1 program for 5-year-olds). The purposes of the study were: (1) to compare the academic and social behavior of the early admissions (EA) students with that of the regular first graders; (2) to…

The impact of date of birth on cognitive test scores is well documented across many countries, with the youngest children in each academic year performing more poorly, on average, than the older members of their cohort (see, for example, Bedard and Dhuey (2006) or Puhani and Weber (2005)1). However, relatively little is known about the driving…

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…

Explored perceptions of school readiness among preschool and kindergarten teachers, principals, and parents. Found participants experienced tensions related to their readiness views: conflict between personal teaching/learning philosophies and state expectations; pressure placed upon children, teachers, and families for children to perform; and…

In view of the importance of literacy learning, this paper defines emergent literacy and explores how researchers and teachers define it in the 1990s. The paper also attempts to answer the following questions: (1) What is the best way to teach literacy to young children? (2) Is there a correct way to teach it? (3) What does the research say…

A study was conducted at Reedley College to determine whether there were any significant differences between first-time students who applied for admission on time and those who applied late, i.e., from the week prior to the beginning of instruction through the third week of the semester. Involved in the study were the 200 late applicants for the…

In a follow-up study of the effects of early day care on children's cognitive and socioemotional competence, children who entered day care before the age of 1 year were found to have a better academic performance at ages 8 and 13 and to receive more positive teacher ratings than other children on several socioemotional variables. (Author/GLR)

The five chapters in this handbook, intended for parents of children entering kindergarten for the first time, offer suggestions about how parents can help their child get ready for school and make starting kindergarten a successful and happy event. Chapter 1 describes when learning begins and offers tips for helping children who are starting…

Using a subsample of data relating to 4,668 first- and second-graders and their families from the 1991 National Household Education Survey, a study examined different ways of measuring whether a child is behind in grade and compared these measures with data about children who are below modal grade levels. Several profiles emerged. Children delayed…

Discussion focuses on teachers' beliefs and values as they relate to working with young children. Specific attention is given to (1) whether the reported blurring of the boundaries between child-life and adult-life has affected the education of young children; (2) parental pressure to provide very young children with persistently optimal…

This review discusses the literature on developmental readiness for school. Specifically included are annotations of articles on the following topics: academic failure and grade retention, failure and retention for immaturity alone, the concept of developmental readiness, chronological versus developmental age, testing of developmental readiness,…

A survey was made of developmentally immature school-age children enrolled in early childhood services (ECS) in Alberta, Canada. In addition to basic questions of cost, incidence of school-age children's enrollment in the ECS program, and educational impact of delayed or second-year enrollment in ECS programs, questions were raised concerning the…