ERIC Number: ED230603
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Trends in Achievement as a Function of Age of Admission. No. AY-AA-51.
Kalk, John Michael; And Others
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 grades four, eight and eleven (ages 9, 13 and 17 respectively). The achievement data included mathematics, science and reading. The predictor variables were relative age, class age, sex, parental education, home environment, and type of community. Relative age described a student's age relative to the other students in the classroom, while class age was a control for states with different school entrance cutoff dates. The predictor variables were entered in a stepwise multiple regression analysis, with class age and relative age entered first. The combined achievement data indicate that the significantly higher achievement found among the oldest students at age nine decreases but remains significant at age thirteen, and disappears by age seventeen. A second analysis of the proportion of students retained one grade revealed significantly increasing proportions of retained students as relative age becomes younger. Primary type of information provided: Results (Secondary Analysis) (Interpretation). (Author/PN)
Descriptors: Academic Achievement, Age Differences, Chronological Age, Educational Assessment, Educational Trends, Elementary Secondary Education, Federal Programs, Multiple Regression Analysis, Outcomes of Education, Predictor Variables, School Entrance Age
National Assessment of Educational Progress, 1860 Lincoln Street, Suite 300, Denver, CO 80295 ($10.00).
Publication Type: Information Analyses; Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Identifiers: Data Interpretation; National Assessment of Educational Progress; Secondary Analysis