The Effects of On-Time, Delayed and Early Kindergarten Enrollment on Children's Mathematics Achievement: Differences by Gender, Race, and Family Socio-Economic Status

Autor/inn/en	Yesil Dagli, Ummuhan; Jones, Ithel
Titel	The Effects of On-Time, Delayed and Early Kindergarten Enrollment on Children's Mathematics Achievement: Differences by Gender, Race, and Family Socio-Economic Status
Quelle	In: Educational Sciences: Theory and Practice, 12 (2012) 4, S.3061-3074 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Mathematics Achievement; Enrollment; Minority Groups; Race; Kindergarten; Mathematics Skills; Socioeconomic Background; Gender Differences; Racial Differences; Socioeconomic Status; School Entrance Age; Longitudinal Studies; Predictor Variables; Statistical Analysis; Age Differences; Young Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Einschulung; Ethnische Minderheit; Rasse; Abstammung; Mathematics ability; Sozioökonomische Lage; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Einschulungsalter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Frühe Kindheit
Abstract	This study was an examination of the effect of delayed, early, and on-time kindergarten enrollment on children's kindergarten mathematics achievement. Central for this study was to explore if the relationship between the kindergarten enrollment status and mathematics achievement varies by children's gender, race, and family SES status. It used a nationally representative sample of ECLS-K data collected in the United States of America. On average, findings of this study suggested that children with delayed enrollment in kindergarten had stronger mathematics skills than children with on-time enrollment in kindergarten, who had stronger skills than children with early enrollment. However, this pattern of relationship appeared to be different for children from lower socioeconomic background and children from racial minority groups by their gender. (Contains 3 tables and 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10