NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059599
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0022-0671
Altering School Progression through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes
Raffaele Mendez, Linda M.; Kim, Eun Sook; Ferron, John; Woods, Bonnie
Journal of Educational Research, v108 n3 p186-203 2015
The authors examined long-term outcomes for children who experienced delayed entry to kindergarten or kindergarten retention. They used a cohort of 6,841 students to compare these groups to each other and typically progressing peers. First, the authors compared the groups on demographic and early childhood variables. For the long-term school-based outcomes, they used propensity score analysis to address pretreatment differences between groups and examined outcomes by free or reduced-price versus paid lunch status. Results showed that the retained group experienced greater early risk than the delayed entry and typically progressing groups and poorer long-term outcomes even when controlling for pre-existing differences. Other than placement in special education, few differences emerged between the delayed entry and typically progressing groups. Implications of the study for progression decisions are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida