School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners

Autor/inn/en	Datar, Ashlesha; Gottfried, Michael A.
Titel	School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 3, S.333-353 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714547268
Schlagwörter	School Readiness; Child Behavior; Interpersonal Competence; Kindergarten; Educational Policy; Models; Elementary School Students; Outcomes of Education; Middle School Students; Statistical Analysis; School Entrance Age; Correlation; Longitudinal Studies; Early Childhood Longitudinal Survey; Social Skills Rating System + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Politics of education; Bildungspolitik; Analogiemodell; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse; Einschulungsalter; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S. children. We leverage exogenous variation in birth dates and kindergarten entrance age policies to estimate instrumental variables models. Our results show that entering kindergarten a year later is associated with significantly better social-behavioral outcomes during elementary school. However, these effects largely disappear by the end of middle school. Larger gains over time among younger entrants support the notion that the estimated effects are age-at-test effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01