A study was made to determine whether or not kindergarten entry age is a factor in academic failure. The 457 seventh- and eighth-grade students who were subjects in the study had attended Fairfax County, Virginia, Public Schools since kindergarten. Although the subjects were born during 1970, they were classified as younger and older on the basis…

The changing achievement relationships among students, from elementary through high school, were investigated between their ages relative to their classmates and their ages at entry into first grade. A secondary analysis was performed on the data collected by the National Assessment of Educational Progress. The sample involved Caucasian students…

In 1978, the Montgomery County (Maryland) public schools initiated an early admission (EA) pilot program that allowed 5-year olds to enter first grade. Two approaches were utilized: Under Plan I, a small number of 5-year olds entered regular grade 1 classes; under Plan II entire classes of 5-year olds attended school the full day, with the…

The present study was developed in order to help clarify some issues concerning the "at home" or "early entry" effect upon the child's development. The special problems that this study identified as valuable in the child's development were reading readiness and emotional "well-being". Five groups of young children matched for age, socioeconmoc…

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)

Birthdates and educational histories of special education students (N=291) were analyzed to determine how school entrance age affected placement in special education programs. Analyses were significant for learning disabled and emotionally disturbed, but not mildly mentally retarded students, suggesting that parents and educators must insist on…

Discusses assumptions and pressures underlying academic redshirting for kindergartners. Examines teachers' and parents' beliefs about kindergarten readiness. Summarizes research on the effects of the academic and social domains of delaying children's entry into school. Offers suggestions for early childhood educators about how to help families in…

This study examined whether school entrance age was related to academic and social performance and whether the proportion of students referred to various programs correlated with age. Older students received more referrals for gifted evaluation, younger students received more placements in pre-first grade, and boys received more referrals for…

Compares child care standards in each of the 50 states and the District of Columbia. Addresses variability among states in provisions of child care regulations, the adequacy of standards at the lower end of the range, and the disparity between state and national criteria for high quality care. (Author/BB)

As part of a larger Slovene longitudinal study on the impact of the preschool institution on the child's development and his or her school achievements, effects of the age at entry to preschool on children's language were explored. The sample included 82 children, who were divided into two groups depending on their age at entry to the preschool…

Fall 2005 enrollment data show approximately 73,000 students under the age of 18 enrolled in California community colleges. Given that students under the age of 18 are legally considered minors, community college faculty and staff are often uncertain about their roles and responsibilities for these students. Laws governing the opportunities for…

Worldwide enrollment in primary education has grown from 332 million in 1960 to 593 million in 1988. Despite this increase, a sizable proportion of primary school-age children in developing countries are not enrolled in school. In Sub-Saharan Africa, 56 million students are enrolled in primary education, but 38 million (49%) of the region's…

Suggestions for early childhood educators on how to provide developmentally appropriate practices and teaching methods are offered. Suggestions concern: (1) making decisions about entrance and placement; (2) evaluating a program's accomplishment of goals; (3) planning and individualizing curriculum and instruction; and (4) promoting appropriate…

Concern at an elementary school that the level of successful first grade readiness for high risk kindergarten children was 62 percent, while the level of success for non-risk kindergartners was 100 percent, prompted a program for improving the readiness skills of high-risk kindergarten students described in this report. Chapter one describes Stout…

To evaluate the long term impact of developmental placement, a longitudinal study was initiated with over 500 subjects from a variety of school settings across the state of Michigan. Three groups of subjects were selected: (1) children recommended for a "growth year" before entering kindergarten who followed the recommendation, thus…