Examined the incidence of delayed kindergarten entry in a suburban school district over a 12-year period. Results indicated that there had been a significant increase in the number of children who had delayed school entry. Significantly more males than females delayed kindergarten entry, and the majority of children delaying school entry had…

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…

This study tested hypotheses regarding the relation of differences in kindergarten entry and rentention that relate to gender and ethnicity. Hypotheses were: (1) the age at which children enter kindergarten would vary as a function of their gender and ethnicity; (2) children who were held out of kindergarten would be in the younger part of their…

In response to Virginia's House Joint Resolution 436, the State's Department of Education recommends that: (1) the present entrance age be maintained until 1995, when voluntary programs for at-risk 4-year-olds become available; (2) the discretionary period (October 31-December 31) be discontinued when voluntary programs for at-risk 4-year-olds…

In 1983 first graders who had not attended Austin Independent School District (AISD) kindergarten were studied to identify the number and characteristics of kindergarten nonattenders. Data were collected during parent/teacher conferences and by telephone interviews. Of 4550 first graders, 83 (2 percent) were kindergarten nonattenders and 473 (10…

The study described in this paper utilized data from the National Assessment of Educational Progress (NAEP) to compare achievement trends among black and white students with respect to the variable of age at admission to first grade. The three age groups selected were nine, thirteen, and seventeen year olds. NAEP data in reading, mathematics, and…

Twenty-one questions parents may ask about kindergarten are answered in this booklet. Generally, the content aims to clarify the purpose and scope of kindergarten. Several questions have to do with entering a child in kindergarten: the required age, necessary information, attendance regulations, length of school day and screening tests. Questions…

A BIBLIOGRAPHY OF RESEARCH STUDIES ON KINDERGARTEN EDUCATION REPORTED BETWEEN 1923 AND 1964 IS DIVIDED INTO FOUR ANNOTATED SECTIONS. THE FIRST LISTING DEALS WITH VALUES IN KINDERGARTEN EDUCATION--AS A FACTOR IN ADJUSTMENT, ACHIEVEMENT, AND PROGRESS IN ELEMENTARY SCHOOL, AS A FACTOR IN READING ACHIEVEMENT AND IN PREDICTION OF READING SUCCESS.…

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)

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…

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…

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)

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)

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)

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…