Date Awarded
1982
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Abstract
The purpose of this study was to investigate empirically the relationship that exists between age at the time of entrance to kindergarten and academic achievement as reflected by standardized achievement scores administered in the fourth grade. The theoretical framework of this study is found in the field of child growth and development.;The sample included 200 students whose fifth birthdays occurred on or between January 1, 1975 and March 31, 1975 or on or between October 1, 1975 and December 31, 1975. They were selected from a suburban school system located in Central Virginia. The sex, race, birthdate, I.Q., socioeconomic level, and the SRA reading and math growth scale values of each sample member were collected.;Statistical tests of significance for the research hypotheses involved the use of analysis of covariance. The effect of age was determined by comparing the achievement scores of the two age groups. The covariate, intelligence, was used to control for initial inequalities. The hypotheses were tested for statistically significant (p < 0.05) relationships between (a) entrance age and reading achievement, and (b) entrance age and math achievement. (1) The hypothesis that the reading achievement scores of late school entrants would be significantly higher than the reading achievement scores of early school entrants was accepted. (2) The hypothesis that the math achievement scores of late school entrants would be significantly higher than the math achievement scores of early school entrants was accepted.;In conclusion, it appears that significant differences in academic achievement are likely to accrue as a result of age differentials at the time of entrance into kindergarten with an advantage for late beginning children. A move to delay the chronological age for school admission might improve readiness and subsequent academic achievement.
DOI
https://dx.doi.org/doi:10.25774/w4-8v0b-7j62
Rights
© The Author
Recommended Citation
DeMary, Jo Lynne, "A study of the relationship between chronological age at the time of entrance to kindergarten and academic achievement" (1982). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618357.
https://dx.doi.org/doi:10.25774/w4-8v0b-7j62
