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Children Who Enter Kindergarten Late or Repeat Kindergarten [microform] : Their Characteristics and Later School Performance. Stats in Brief / Jerry West, Anne Meek and David Hurst
Bib ID 5671916
Format BookBook, MicroformMicroform, OnlineOnline
Author
West, Jerry
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2000 
6 p. 
Summary

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 characteristics of children who experienced delayed kindergarten entry or kindergarten retention, as well as their subsequent performance and adjustment in school. The 1993 and 1995 surveys indicate that 9 percent of all first- and second-graders had been held out of kindergarten, and that boys experienced delay more often than girls. In 1995, white, non-Hispanic children were twice as likely as black, non-Hispanic children to have entered kindergarten late. Overall prevalence of kindergarten retention was similar for 1993 and 1995, affecting 6 and 5 percent, respectively. In terms of school performance and adjustment, in 1993, parents of children who had experienced delayed entry received less negative feedback from teachers on two of five indicators; in 1995, parents were less likely to report school performance problems on one of four indicators. Children who had been required to spend 2 years in kindergarten performed significantly worse than their first- and second-grade classmates on all 5 of the 1993 indicators and on 2 of the 4 indicators in 1995. Multivariate analysis of delayed entry, retention, and school performance indicated that when demographic, socioeconomic, and developmental factors were taken into account, the differences in school performance between delayed-entry students and other students was small but significant in 1993, but the differences were essentially eliminated in the 1995 data. The same was true for differences between students who had been retained and other students. (HTH)

Notes

Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 202-502-7393; e-mail: Edith_McArthur@ed.gov. For full text: http://www.nces.ed.gov.

ERIC Note: For a related document on children who enter kindergarten late or repeat kindergarten, see ED 414 076.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Grade Repetition.  |  Individual Differences.  |  Kindergarten.  |  Kindergarten Children.  |  Performance Factors.  |  Primary Education.  |  School Entrance Age.  |  School Readiness.  |  Student Characteristics.  |  Student Needs.  |  Academic Redshirting
Form/genre Information Analyses.
Other authors/contributors Meek, Anne, author  |  Hurst, David, author  |  National Center for Education Statistics (ED), Washington, DC  |  Education Statistics Services Inst., Washington, DC
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