NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ480775
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Kindergarten Retention and Transition Classrooms: Their Relationship to Achievement.
Dennebaum, Joanne M.; Kulberg, Janet M.
Psychology in the Schools, v31 n1 p5-12 Jan 1994
Examined relationship between extra-year programs and later school achievement among 95 children who were either retained in kindergarten, placed in transition classroom, recommended for extra-year program but went to first grade, or advanced to first grade without reservation. Found that children retained performed significantly lower on standardized achievement tests than did children in other three groups. (Author/NB)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED491697