ERIC Number: EJ1072792
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners
Datar, Ashlesha; Gottfried, Michael A.
Educational Evaluation and Policy Analysis, v37 n3 p333-353 Sep 2015
Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S. children. We leverage exogenous variation in birth dates and kindergarten entrance age policies to estimate instrumental variables models. Our results show that entering kindergarten a year later is associated with significantly better social-behavioral outcomes during elementary school. However, these effects largely disappear by the end of middle school. Larger gains over time among younger entrants support the notion that the estimated effects are age-at-test effects.
Descriptors: School Readiness, Child Behavior, Interpersonal Competence, Kindergarten, Educational Policy, Models, Elementary School Students, Outcomes of Education, Middle School Students, Statistical Analysis, School Entrance Age, Correlation, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Social Skills Rating System