Foundational Study of School Start Date and Academic Success

Autor/in	Stinson, Gayle
Titel	Foundational Study of School Start Date and Academic Success
Quelle	(2013), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University -- Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-5966-8
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Birth; School Schedules; Academic Achievement; Grade 3; Success; Reading Tests; Public Schools; School Readiness; Sex; Socioeconomic Status; Gender Differences; Disadvantaged Youth; Regression (Statistics); Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geburt; Schulzeiteinteilung; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Erfolg; Lesetest; Public school; Öffentliche Schule; Readiness for school; School ability; Schulreife; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Benachteiligter Jugendlicher; Regression; Regressionsanalyse
Abstract	There is a relative absence of research that specifically uses Texas Assessment of Knowledge and Skills (TAKS) data to investigate the relationship between birthdate of kindergartners and later academic success in third grade. This quantitative study investigated school start age and academic success on the 3rd grade Reading TAKS in a sample of students who began kindergarten during their first year of eligibility and attended public school through third grade. The study was guided by the three following research questions: of children who start kindergarten on time, do those with non-summer birthdates score differently than those with summer birthdates on the 3rd grade Reading TAKS?; are additional independent variables such as gender and socioeconomic status important in understanding the performance of students on the 3rd grade Reading TAKS?; and, how might these variables interact with one another to explain variance in the TAKS scores? Archival data from a moderately-sized, suburban school district in Texas was used and included students who took the 3rd grade Reading TAKS in 2008-2011. Participants were assigned to one of two groups based on birthdate: summer; non-summer. The groups were compared on the dependent measure (3rd grade Reading TAKS). Scores on the 3rd grade Reading TAKS served as the dependent variable. Scores were analyzed to determine group differences between students with summer birthdays and those with non-summer birthdays. This analysis was conducted using an ANOVA. After the initial analysis, three additional ANOVAs were conducted. Finally, a regression analysis was conducted to determine the amount of variability in TAKS scores attributable to the independent variables and interactions. The study revealed that multiple variables should be taken into consideration when determining the relationship between birthdate, school start age and future academic success. Gender and socioeconomic status, alongside birthdate, play a role in the kindergarten readiness of a child. Administrators, policy makers, parents, and those who design curriculum and instruction should be aware of the conclusion that birthdate impacts TAKS scores differently for males and females who are disadvantaged. This will allow for increased awareness and therefore lend itself to further review of policies regarding entrance age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01