Season of Birth and School Success in the Early Years of Primary Education

Autor/inn/en	Verachtert, Pieter; De Fraine, Bieke; Onghena, Patrick; Ghesquiere, Pol
Titel	Season of Birth and School Success in the Early Years of Primary Education
Quelle	In: Oxford Review of Education, 36 (2010) 3, S.285-306 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Age; Primary Education; Grade Repetition; Mathematics Achievement; Academic Achievement; Birth Rate; Grade 2; Grade 1; Individualized Instruction; Foreign Countries; Comparative Analysis; Special Education; Influences; Belgium; United Kingdom + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Primarbereich; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Individualisierender Unterricht; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Influence; Einfluss; Einflussfaktor; Belgien; Großbritannien
Abstract	Several studies have reported significant relationships between children's season of birth and measures of their academic success (i.e., the "season of birth effect"). Whereas most of these studies were cross-sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut-off date is 31 December, children born in the fourth quarter (October-November-December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January-February-March), this was only 6.34%. First quarter-born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect. (Contains 4 tables, 2 figures and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10