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Sweetland, John D.; DeSimone, Philip S. – Psychology in the Schools, 1987
Studied children (N=152) who had resided in same school district for grades one through six to determine if birthdate had effect on academic achievement. Results showed in general that children born in later quarters of year performed less well than children born earlier in the year for grades one through four. (Author/ABL)
Descriptors: Academic Achievement, Age Differences, Developmental Stages, Elementary Education
West, Jerry; Meek, Anne; Hurst, David – 2000
Raising the age of eligibility to enter kindergarten has not eliminated variations in children's readiness for school, and parents and teachers have used delayed entry and retention as strategies to accommodate these variations. Information from the 1993 and 1995 National Household Education Survey is used to describe the numbers and…
Descriptors: Grade Repetition, Individual Differences, Kindergarten, Kindergarten Children
Gasman, Marybeth – 1999
Fisk University, under the administration of Charles Johnson, developed a Basic College program that might serve as a model for future efforts to advance student learning and encourage leadership and scholarship among African Americans. In the early 1950s, Johnson, then president of Fisk, created an environment that gave young blacks the benefits…
Descriptors: Black Colleges, Black Students, College Students, Early Admission

Hock, Ellen; And Others – Family Relations, 1980
Findings suggest that most fathers experience some anxiety related to this event, and that their anxiety and sadness are related to the level of anxiety felt by their wives, their socioeconomic status, and their confidence that schooling will be a quality experience for their children. (Author)
Descriptors: Adjustment (to Environment), Children, Coping, Fathers

Shepard, Lorrie A.; Smith, Mary Lee – Elementary School Journal, 1988
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)
Descriptors: Developmentally Appropriate Practices, Educational Policy, Educational Practices, Grade 1

Gullo, Dominic F.; Burton, Christine B. – Early Childhood Research Quarterly, 1992
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)
Descriptors: Age Differences, Educational Attainment, High Risk Students, Kindergarten Children
Levy, Bob – 1989
Certain conclusions can be drawn from the fact that both entering school late and being retained in grade have negative effects on children. Children should start school as soon as they are eligible. Retention should be avoided whenever possible. The best alternative to retention in grade seems to be promotion in combination with individual…
Descriptors: Dropout Prevention, Educational Practices, Grade Repetition, Guidelines
Billman, Jean – 1988
Using tests that are neither reliable nor valid, school districts are currently categorizing large numbers of children as unready for entrance into kindergarten and first grade. Parents are being asked to wait a year before sending their children to public school classes or to place them in a pre-kindergarten class. Other children complete…
Descriptors: Educational Practices, Elementary School Curriculum, Grade Repetition, Kindergarten
Peck, Johanne T.; And Others – 1988
Prepared especially for decision makers involved in designing appropriate programs for kindergarten children, this research monograph concentrates on four specific issues that have proven difficult in most communities. Chapter 1 explains how kindergarten entry age affects children's school success. Chapter 2 discusses the ability of tests to…
Descriptors: Educational Policy, Educational Practices, Educational Testing, Elementary School Curriculum
Nurss, Joanne R. – 1987
A consideration of readiness for kindergarten must take into account the kindergarten program and the teacher's expectations of the child. This digest first examines kindergarten teachers' expectations for children's social, behavioral, sensory-motor, cognitive, and language abilities upon entrance to kindergarten. The issue of kindergarten…
Descriptors: Cognitive Development, Early Childhood Education, Kindergarten, Kindergarten Children
Noel, Andrea M.; Newman, Joan – 1998
Although kindergarten entry is delayed for a significant number of children each year, many aspects of this practice have not been investigated. This study examined reasons mothers chose to delay their child's kindergarten entry and the decision-making process related to this choice. Participating in this qualitative interview study were 15…
Descriptors: Age Grade Placement, Decision Making, Mothers, Parent Attitudes
Sherrod, Lonnie, Ed.; Brooks-Gunn, Jeanne, Ed. – 2002
This document is comprised of the four 2002 issues of a publication providing a forum for scholarly reviews and discussion of developmental research and implications for social policies affecting children. The topics featured in each of the issues are: (1) "The Effects of Welfare Reform Policies on Children" (Pamela A. Morris); (2) "At What Age…
Descriptors: Children, Disabilities, Educational Policy, Emotional Development

Noonan, B.; Hildebrand, D. K.; Yackulic, R. A. – Alberta Journal of Educational Research, 1997
Ongoing longitudinal study followed 110 students in western Canada from kindergarten through grade 7. In grades K-2, oral language skills were related to gender and problem behavior but not to age or school attendance. Seventh-grade achievement was related to early oral language skills and early problem behavior but not to age at school entry.…
Descriptors: Academic Achievement, Attendance, Behavior Problems, Elementary Education

May, Deborah C.; Kundert, Deborah K. – Psychology in the Schools, 1997
Examines school readiness practices, along with the conceptual problems with the ways that "readiness" and "at risk" are defined. Analyzes methodological problems, delayed school entrance, and focuses on studies that examined future school retention rates, later use of special education services, and drop-out rates. Offers suggestions for best…
Descriptors: Age Grade Placement, Children, Definitions, Elementary Education

Rimm, Sylvia B.; And Others – Gifted Child Quarterly, 1992
Fourteen sets of parents and 11 gifted students who had been accelerated (early kindergarten entrance, grade skipping, and subject skipping) were interviewed. All parents and students indicated they would make the same decision again. Administrator attitudes became more positive, but teachers perceived some student adjustment problems. (DB)
Descriptors: Acceleration (Education), Administrator Attitudes, Early Admission, Elementary Secondary Education