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Peer reviewedHolloway, John H. – Educational Leadership, 2003
Research suggests that delayed entry into kindergarten has a better chance than kindergarten retention of helping at-risk children avoid school failure. Educators are cautioned to take into account the interactions among race and ethnicity, gender, socioeconomic status, and age. Some researchers view full-day kindergarten as one way of providing…
Descriptors: Academic Achievement, Early Childhood Education, Grade Repetition, High Risk Students
