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Early and young kindergarten entrants: Academic and social outcomes in high school
Abstract
This research examined differences between 133 children with late summer and early autumn birthdays who entered kindergarten relatively young with 105 children who postponed kindergarten entrance for one year and entered as relatively old. Data was also collected on 30 entrants who had been admitted early. The only significant differences between young and old entrants were the proportion of males to females in each entry age (p =.00001) and whether parents' decision as to when their child in kindergarten was influenced by the information gained in the screening process (p =.001). Both of these variables focus on differences between parents of young and old entrants rather than on actual differences in performances between the two entry age groups. No statistical differences were found between the young and old entrants in IQ, preschool attendance, prekindergarten screening, academic achievement, retention in grade (however, a trend was noted in which young entrants were retained in early grades and old entrants were retained in high school), placement in special education, post-high school plans, social competence and participation, nor behavior differences. The early entrants presented a successful picture with a mean I.Q. of 119, no grade retention, 43% enrollment in gifted or challenge classes, no special education placements, 93% had plans to attend college, and they were similar to young and old entrants on social and behavior measures. Seventy percent had been screened but only two had entered kindergarten on a trial basis. Of those screened, 50% of their parents reported the results of screening influenced their decision to enroll their child in kindergarten.
Subject Area
Developmental psychology|Academic guidance counseling
Recommended Citation
Braymen, Rebecca K. F, "Early and young kindergarten entrants: Academic and social outcomes in high school" (1988). ETD collection for University of Nebraska-Lincoln. AAI8818609.
https://digitalcommons.unl.edu/dissertations/AAI8818609