The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Statistics In Brief. NCES 2006-064

Autor/inn/en	Malone, Lizabeth M.; West, Jerry; Denton, Kristin Flanagan; Park, Jen
Institution	National Center for Education Statistics (ED), Washington, DC.; Education Statistics Services Inst., Washington, DC.
Titel	The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Statistics In Brief. NCES 2006-064
Quelle	(2006), (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Early Reading; Enrollment; Mathematics Achievement; School Readiness; Interviews; Academic Failure; Grade Repetition; Social Promotion; Age Grade Placement; School Entrance Age; Student Promotion; Transitional Programs + Suchen Sie Ihr Suchwort? Frühlesen; Einschulung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Readiness for school; School ability; Schulreife; Interviewing; Interviewtechnik; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Soziale Unterstützung; Einschulungsalter; Support of studies; Studienförderung
Abstract	Most children enter kindergarten when they are 5 years of age and move into first grade when they are 6. This time period is marked by great developmental change (Sameroff and Haith 1996), and children differ in what they can and cannot do socially, physically, and cognitively. Therefore, parents and educators are concerned whether certain children will have the knowledge and skills at age 5 to succeed in kindergarten. Over the years, policies and practices have emerged that are intended to improve children's early school experiences by giving them more time to develop and mature (e.g., changing age of entry requirements, transitional grades, readiness testing). Two such kindergarten enrollment strategies are retaining children for a second year of kindergarten and delaying the start of their first year of kindergarten. This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the relationship between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children's spring first grade reading and mathematics achievement. (Contains 16 endnotes, 1 figure, and 6 tables.) (ERIC).
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.edpubs.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10