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ERIC Number: ED319539
Record Type: Non-Journal
Publication Date: 1990
Pages: 26
Abstractor: N/A
Reference Count: N/A
Knocking on Kindergarten's Door: Who Gets In? Who's Kept Out?
Walsh, Daniel J.; And Others
A total of 959 children who applied to enter kindergarten in 1986 in 6 Virginia school districts were studied in an effort to determine the relation of social class, age, ethnicity, and gender to kindergarten placement decisions, i.e., to nonplacement, placement in a regular kindergarten class, or placement in junior kindergarten. All participating districts screened all children entering school. The three types of initial data collected on each child were classified as demographic, screening, and placement. Demographic data included: birth date, eligibility for subsidized lunch, gender, and ethnicity. Placement categories included: not enrolled in kindergarten, enrolled in junior kindergarten, and enrolled in kindergarten. Students were tested with the Brigance Kindergarten and First Grade Screen, the Daberon Screening for School Readiness, or the Missouri Kindergarten Inventory of Developmental Skills (KIDS). Moderately predictive of placement were socioeconomic status (SES), ethnicity, gender, and age. More predictive was a main-effects model including SES, gender, and age. Findings indicate that poor, young males face a stronger likelihood of being placed in junior kindergarten than their peers. Poor, young males were 32 times more likely to be placed in junior kindergarten than were their nonpoor, older, female peers. Policy implications are discussed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A