Early Entrance to Kindergarten and "Redshirting": Implications for Kindergarten Achievement Using the Early Childhood Longitudinal Study-Birth Cohort Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/in	Wilson, Hope Elisabeth
Titel	Early Entrance to Kindergarten and "Redshirting": Implications for Kindergarten Achievement Using the Early Childhood Longitudinal Study-Birth Cohort Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Entrance Age; Early Admission; Acceleration (Education); Kindergarten; Reading Achievement; Mathematics Achievement; Gifted Education; Longitudinal Studies; Surveys; Young Children; Educational Policy; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Einschulungsalter; Früheinschulung; Acceleration; Beschleunigung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Frühe Kindheit; Politics of education; Bildungspolitik
Abstract	While states have developed policies around a cut-off date for kindergarten entrance, some parents chose to have their child enter kindergarten before this date (Early Entrance) as an acceleration technique, or hold the child back from entering, a practice termed Redshirting, to allow for greater maturity and increased achievement in relation to grade-level peers. This study examines a nationally-representative large-scale database (ECLS-B) to determine the effect of these practices on reading and math school achievement. The results demonstrate that although redshirted students performed better than their grade-level peers, they were significantly behind their age-peers academically. Children who were accelerated, on the other hand, performed lower than their grade-level mates, but were significantly more advanced than their age-mates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01