Kindergarten Entrance Age and Children's Achievement: Impacts of State Policies, Family Background, and Peers

Autor/inn/en	Elder, Todd E.; Lubotsky, Darren H.
Titel	Kindergarten Entrance Age and Children's Achievement: Impacts of State Policies, Family Background, and Peers
Quelle	In: Journal of Human Resources, 44 (2009) 3, S. 641-683 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-166X
Schlagwörter	Forschungsbericht; Income; Grade Repetition; Learning Disabilities; Family Characteristics; Academic Achievement; Achievement Tests; Kindergarten; Probability; Age Differences; Attention Deficit Disorders; Correlation; Human Capital; Models; Longitudinal Studies; State School District Relationship + Suchen Sie Ihr Suchwort? Einkommen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Learning handicap; Lernbehinderung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Age; Difference; Age difference; Altersunterschied; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Korrelation; Humankapital; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Staatliches Schulamt
Abstract	We present evidence that the positive relationship between kindergarten entrance age and school achievement primarily reflects skill accumulation prior to kindergarten, rather than a heightened ability to learn in school among older children. The association between achievement test scores and entrance age appears during the first months of kindergarten, declines sharply in subsequent years, and is especially pronounced among children from upper-income families, a group likely to have accumulated the most skills prior to school entry. Finally, having older classmates boosts a child's test scores but increases the probability of grade repetition and diagnoses of learning disabilities such as ADHD. (Contains 5 figures, 8 tables and 34 footnotes.) (As Provided).
Anmerkungen	University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10