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21 Sep 2006
Report

The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late

Most children enter kindergarten when they are 5 years of age and move into first grade when they are 6. This time period is marked by great developmental change (Sameroff and Haith 1996), and children differ in what they can and cannot do socially, physically, and cognitively. Therefore, parents and educators are concerned whether certain children will have the knowledge and skills at age 5 to succeed in kindergarten. Over the years, policies and practices have emerged that are intended to improve children’s early school experiences by giving them more time to develop and mature (e.g., changing age of entry requirements, transitional grades, readiness testing). Two such kindergarten enrollment strategies are retaining children for a second year of kindergarten and delaying the start of their first year of kindergarten. This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) to examine the relationship between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s spring first grade reading and mathematics achievement.

PDF icon The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late

Related Projects

Project

Early Childhood Longitudinal Studies (ECLS)

The Early Childhood Longitudinal Studies (ECLS) program offers the first nationally representative study of early childhood development and education in the United States. The ECLS program currently has three separate longitudinal studies fielded by the National Center for Education Statistics: The Early Childhood Longitudinal Study, Kindergarten Class of 1998–99; the Early Childhood Longitudinal Study, Birth Cohort; the Early Childhood Longitudinal Study of 2010–11.

Further Reading

  • Early Childhood Longitudinal Studies (ECLS)
  • American Institutes for Research Issues a Policy Brief on Structuring Full-Day Kindergarten Programs to Maximize Reading Achievement
  • Making the Most of Extra Time: Relationships Between Full-Day Kindergarten Instructional Environments and Reading Achievement
  • Fifth Grade: Findings From The Fifth-Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
  • The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
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Topic

Early Childhood and Child Development
Mathematics Education
Reading and Literacy

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