Your search found 297 results.

Descriptors:
Grade Repetition; Enrollment; Foreign Countries; Nutrition; Rural Schools; Public Schools; Outcomes of Education; School Entrance Age; Grade 4; Scores; Disadvantaged Schools; Attendance Patterns; Correlation; Regression (Statistics)

Abstract:
Chile operates one of the oldest and largest school feeding programs in Latin America, targeting higher-calorie meals to relatively poorer schools. This paper evaluates the impact of higher-calorie meals on the education outcomes of public, rural schools and their students. It applies a regression-discontinuity design to administrative data, including school enrollment and attendance, first-grade enrollment age and grade repetition, and fourth-grade test scores. There is no evidence, across a range of specifications and samples, that additional calories affect these variables. The paper suggests that the focus of Chilean policy should further shift to the nutritional composition of school meals, rather than the caloric content. (Contains 10 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Kindergarten; Young Children; Student Characteristics; Early Reading; Reading Skills; Mathematics Skills; Body Composition; Longitudinal Studies; Poverty; Private Schools; Public Schools; Parent Background; Educational Attainment; School Entrance Age; Race; Family (Sociological Unit); Native Language

Abstract:
This brief report provides a demographic profile of the students who attended kindergarten in the United States in the 2010-11 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The ECLS-K:2011 cohort includes students in public and private schools across the United States, students who attended part-day and full-day kindergarten programs, and students who were attending their first year of kindergarten as well as those who were repeating kindergarten. The analyses presented in this report focus on the 3.5 million students who were attending kindergarten for the first time in the 2010-11 school year. Approximately 5 percent of the students in the ECLS-K:2011 cohort were repeating kindergarten and are not represented in the findings in this report. The ECLS-K:2011 is a longitudinal study that will follow a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of them are expected to be in fifth grade. During the first year of data collection, when all children were in kindergarten, data were collected in both the fall and the spring. Approximately 18,200 children enrolled in 970 schools during the 2010-11 school year participated during the kindergarten year. The study will provide information on students' status at entry to school, their transition into school, and their progression through the elementary grades. The longitudinal nature of the ECLS-K:2011 data will enable researchers to study how a wide range of family, school, community, and individual factors are associated with educational, socioemotional, and physical development over time. Information is being collected from the students, their parents/guardians, their teachers, their school administrators, and their before- and after-school care providers. Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the characteristics examined in this report may be related to one another, and complex interactions and relationships among the characteristics were not explored in this report. The variables examined here are just a few of the several thousand that can be examined using the ECLS-K:2011 data. These findings are examples of estimates that can be obtained from the data and are not designed to emphasize any particular issue. In addition, the estimates presented in this report are based on a preliminary version of the ECLS-K:2011 restricted-use data. Estimates produced with the final restricted-use data file, or the public-use data file, may vary. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables. (Contains 6 tables and 9 footnotes.) [Additional support for this paper was provided by the Administration on Children, Youth, and Families and the Office of English Language Acquisition.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Entrance Age; Educational Experience; Context Effect; Elementary School Students; Reading Programs; Acceleration (Education); Grade 2; Grade 3; Grade 4; Comparative Analysis; Scores; Differences; Cognitive Development; Females; Tests; Males

Abstract:
Literature on age of entry into formal education is inconsistent at best in determining if early or late entry impacts the educational experience in positive or negative ways. The purpose of the current study was to add to the literature by examining the relationship between age of entry into formal education and participation in the Accelerated Reader (AR) program. It was hypothesized that chronologically younger children would earn fewer points than their older peers at each grade level and that females would perform significantly better than males in the program. Data was gathered from the 2009-2010 school year from two small elementary schools in the mid-west, each enrolling kindergarten through fifth grades. Results revealed significant differences between the two schools at the 2nd, 3rd, and 4th grades on total AR points earned, quizzes passed, and quizzes taken. To further investigate these findings, results were sorted by grade level. In 2nd grade, the total number of points accumulated, quizzes passed, and quizzes taken were significantly different, while in 3rd and 4th grades the only significant findings were the quizzes passed and quizzes taken. Additionally, relationships were found between age and the variables of quizzes passed and quizzes taken at the fourth grade level and as predicted, females achieved significantly higher scores than males. Results are discussed in light of: (a) conflicting research on age of entry into formal education, (b) the role cognitive development plays in reading programs like AR, and (c) implications for implementing reading programs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Infants; Young Children; At Risk Persons; Developmental Delays; Developmental Disabilities; Early Intervention; Early Childhood Education; Cohort Analysis; Risk; Predictor Variables; Influences; School Entrance Age; Gender Differences

Abstract:
A retrospective cohort study was conducted to identify child, maternal, family, and community factors associated with rate of developmental disability among children enrolled in the California Early Start Program. The cohort included 8,987 children considered at high risk for developmental disability due to medical risks and/or developmental delay. Analyses examined risk factors within a system hierarchy; levels included child's condition and qualifying risk factors, maternal characteristics, family qualities, and risk scores for residential county. Each level had factors predictive of developmental disability. Age at entry into the Early Start Program was the strongest determinant of outcome. Age at entry interacting with gender and developmental delays in physical, communication, and social/emotional developmental areas were strongly related to a shorter time to disability. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Entrance Age; Educational Policy; Human Capital; Economic Impact; Wages; Labor Force; Context Effect; Employed Women; Cohort Analysis

Abstract:
During the past half-century, there has been a trend toward increasing the minimum age a child must reach before entering school in the United States. States have accomplished this by moving the school-entry cutoff date earlier in the school year. The evidence presented in this paper shows that these law changes increased human capital accumulation and hence adult wages. Backing up the cutoff by one month increases average male hourly earnings by approximately 0.6 percent. The evidence also suggests that the majority of the cohort benefits from backing up the cutoff, not just those who must delay entry. (Contains 2 figures, 12 tables and 32 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mothers; Labor Force; Labor Supply; Employed Women; Child Care; One Parent Family; Financial Support; Costs; Grants; Census Figures; Preschool Education; Kindergarten; School Entrance Age; Evidence; Public Schools

Abstract:
Many argue that childcare costs limit the labor supply of mothers, though existing evidence has been mixed. Using a child's eligibility for public kindergarten in a regression discontinuity instrumental variables framework, I estimate how use of a particular subsidy, public school, affects maternal labor supply. I find public school enrollment increases only the employment of single mothers without additional young children. I compare this result to previous work, focusing on striking increases in a similar setting but earlier period (Gelabch 2002). Differences in the population of mothers, labor supply, and patterns of lifecycle events likely drive the discrepancy in results. (Contains 10 tables and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Childhood Education; Young Children; School Entrance Age; Academic Achievement; Achievement Gap; Kindergarten; Emergent Literacy; Grade 2; Enrollment; Age Grade Placement; School Readiness; Eligibility; Poverty; School Effectiveness; Low Achievement; Economically Disadvantaged; Low Income Groups; Lunch Programs; Disadvantaged Youth; Predictor Variables

Abstract:
The authors investigated whether age at kindergarten entry was associated with early literacy achievement gaps and if these gaps persisted over time. Using the kindergarten age eligibility cutoff date, they created 2 groups of students who represented the oldest and youngest children in a cohort of students in high-poverty, low-performing schools. The authors followed 405 students from the beginning of kindergarten until the end of Grade 2. Results indicated that the youngest students scored lower than their oldest peers at the beginning of kindergarten on various early literacy measures. The early-age achievement gap, however, narrowed over time but did not close completely by the end of Grade 2. Implications for parents and educators are discussed. (Contains 2 notes, 5 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Parent Student Relationship; Advocacy; Parent Role; Acceleration (Education); Student Needs; Educational Improvement; High Achievement; Intervention; Dual Enrollment; Advanced Placement; Mentors; School Entrance Age; Early Admission; Elementary Secondary Education; Gifted

Abstract:
Experience and research repeatedly illustrate the need for and value of parent advocates--as parents know their child best. Parents need to be prepared to take a positive, proactive, and focused role with teachers and administrators in their child's school to find the best programming for their child. Academic acceleration should be considered as a differentiation intervention or strategy set in a solid research foundation that allows for fit, challenge, and the development of student potential throughout the K-12 process. Academic acceleration is an individual, educational intervention that allows a learner to progress through the educational system at a faster rate or younger age than typical learners based on appropriate level of challenge. Many forms of academic acceleration address academic needs, provide academic challenge, and allow students to complete traditional schooling tailored to each child's academic and social and emotional readiness. Grade-based acceleration strategies shorten the number of years a learner remains in the K-12 system before entering a college, university, or other postsecondary training. Subject-based acceleration exposes the learner to advanced content, skills, and understanding before the expected grade level in specific content area or areas. In this article, the author lists and describes some strategies that can be woven together over time to serve the needs of a student and family. Decades of research demonstrate the need for, and benefits of, gifted education strategies and programs. These include the use of acceleration, enrichment, curriculum enhancement, and differentiated curriculum and instruction, which all have been shown to increase the achievement of high-ability learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standardized Tests; Foreign Countries; Grade 8; Grade 4; Age Differences; Scores; School Entrance Age; Mathematics Achievement; Reading Achievement; Disadvantaged Youth; Mothers; Educational Attainment; Parent Influence

Abstract:
We look at the effect of school starting age on standardized test scores using data covering all Grade 4 and Grade 8 students in Hungary. Instrumental variables estimates of the local average treatment effect suggest that children generally gain from starting school 1 year later, and the effects are much stronger in the case of students coming from low-educated families. We test the robustness of the results by allowing for heterogeneity in the age effect, distinguishing between fields of testing, using discontinuity samples and relying on alternative data. The hypothesis that delayed entry has a stronger impact on low-status children is supported by the robustness checks. The observed patterns are most probably explained by the better performance of kindergartens, as opposed to schools, in developing the skills of low-status children. (Contains 15 tables, 3 figures, and 19 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Entrance Age; Personality; Child Development; Children; Persistence; Adjustment (to Environment); Cognitive Ability; Intelligence Quotient; Longitudinal Studies; Cohort Analysis; Foreign Countries

Abstract:
We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: these children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance. By contrast, we do not find a significant effect of ASE on cognitive skills as measured by IQ. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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