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ERIC Number: ED256495
Record Type: RIE
Publication Date: 1985-Mar
Pages: 15
Abstractor: N/A
Reference Count: 0
Kindergarten Entry Age as a Factor in Academic Failure.
Campbell, Sammie M.
A study was made to determine whether or not kindergarten entry age is a factor in academic failure. The 457 seventh- and eighth-grade students who were subjects in the study had attended Fairfax County, Virginia, Public Schools since kindergarten. Although the subjects were born during 1970, they were classified as younger and older on the basis of their birth month. Academic failure was measured by low readiness test scores, composite achievement scores below the 50th percentile, grade retention, remedial services, and failing marks. The data used were taken from cumulative records. A 2 x 2 factorial design served as a basis for the data analyses, with age and sex as independent variables. According to the findings, younger entrants earned disproportionately more scores that fell into the low range of the Metropolitan Readiness Test and earned disproportionately more composite achievement scores below the 50th percentile in grades 4 and 6. Younger entrants were disproportionately retained in grade and were more likely to be receiving remedial instruction. In addition, younger entrants did not appear to overcome their inferior position as they progressed through the elementary grades. Findings raise the following questions: Should all students, regardless of age, be expected to meet program standards set by the school division for each grade level? Or should the program at each grade level be flexible and adapted to the needs and age of each student? (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: A research report based on a dissertation study presented at the Annual Convention of the American Association of School Administrators (Dallas, TX, March 8-11, 1985).