The Elementary School Performance and Adjustment of Children Who Enter Kindergarten Late or Repeat Kindergarten: Findings From National Surveys

Title:	The Elementary School Performance and Adjustment of Children Who Enter Kindergarten Late or Repeat Kindergarten: Findings From National Surveys
Description:	This report is based on data from NHES to address the following research questions: (1) How many U.S. children now in first and second grade have experienced delayed entry into kindergarten? How many were required to repeat kindergarten? (2) What child and family characteristics are associated with delayed entry and kindergarten retention? Are pupils born later in the year more likely to be delayed or retained? Are boys more frequently delayed or retained than girls? Is there evidence that repetition occurs more frequently to children from minority or lower socioeconomic family backgrounds? (3) Are certain child and family characteristics more important than others are as far as their relationships to delayed kindergarten entry and kindergarten retention? Which factors emerge as significant in analyses that examine several characteristics simultaneously? and (4) What are school performance and adjustment like for first- and second-graders who have been held out of kindergarten until they were older? What are they like for those who have repeated kindergarten? Do children who are behind grade for age appear to do about as well as other children, or do they experience more than their share of difficulties? What do the findings imply for arguments against or in favor of delayed entry and retention?
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Cover Date:	November 1997
Web Release:	December 2, 1997
Print Release:	December 2, 1997
Publication #:	NCES 98097 General Ordering Information
Center/Program:	NCES
Authors:	Nicholas Zill, Laura Spencer Loomis, and Jerry West
Type of Product:	Statistical Analysis Report
Survey/Program Areas:	National Household Education Survey (NHES)
Keywords:	Kindergarten
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