ERIC Number: ED357894
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
A Review of the Effects of Extra-Year Kindergarten Programs and Transitional First Grades.
Karweit, Nancy L.; Wasik, Barbara A.
This review examines the effects of three educational practices on children's readiness for first grade. The practices, kindergarten retention, developmental kindergarten, and transitional first grade, are intended to provide children with an early extra year to give them more time to prepare academically and socially for regular first-grade classrooms. The review is primarily based on studies that compared students who were placed in these programs with students who were recommended for placement but whose parents refused to place them in the program. The studies employed same-grade or same-age comparisons. Three studies on kindergarten retention indicated that there was a favorable result of retention on children's academic achievement in the year of retention, but that the effects did not persist. Two longitudinal studies of developmental kindergartens revealed a similar pattern of positive effects on children's academic achievement in the year spent in developmental kindergarten, followed by a fading of positive effects over time. The results of the seven studies reviewed on transitional first grades did not support the practice's long-term effectiveness as an educational intervention. The review concludes that none of the practices was more effective than simple promotion. Whether given an extra year or promoted, children with academic and maturation problems continued to have academic difficulties through the elementary grades. (TJQ)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.