ERIC Number: ED395270
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
The Effects of School Entry Age and Gender on Reading Achievement Scores of Third Grade Students.
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 reading ability by the end of third grade; and (2) that there are no gender differences between reading achievement of similarly aged entrants. The population selected for this study included only students who entered kindergarten in the Hillside School System in New Jersey between January 1, 1986 and December 31, 1986 and continued in the district until their third-grade year. Using cumulative records, data were gathered on each student's birthdate, gender, and national percentile rank composite reading score on the Metropolitan Achievement Test (MAT) given in April (1995) of their third-grade year. The population was divided into early, medial, and late entrants. Results proved both hypotheses to be true. Conclusions would suggest that districts should use a multifaceted approach in the assessment of school readiness. Chronological age and gender do not seem to be adequate ways of predicting third-grade reading success. (Contains 6 tables of data, a section on related research, and 27 references. An appendix contains study population data.) (TB)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hillside Township School District NJ; Metropolitan Achievement Tests
Note: M.A. Project, Kean College of New Jersey.