The Differential Effects of Repeating Kindergarten

Autor/inn/en	Burkam, David T.; LoGerfo, Laura; Ready, Doug; Lee, Valerie E.
Titel	The Differential Effects of Repeating Kindergarten
Quelle	In: Journal of Education for Students Placed at Risk, 12 (2007) 2, S.103-136 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Kindergarten; Literacy; Grade 1; Grade Repetition; Longitudinal Studies; Student Characteristics; Cognitive Development; Gender Differences; Socioeconomic Influences; Low Income Groups; High Risk Students; Age Differences; Racial Differences; Low Achievement; Mathematics Achievement; Reading Achievement; Educational Policy; Social Influences + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kognitive Entwicklung; Geschlechterkonflikt; Sozioökonomischer Faktor; Problemschüler; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Politics of education; Bildungspolitik; Sozialer Einfluss
Abstract	We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating kindergarten. Boys, children from low socioeconomic backgrounds, and children who enter kindergarten younger than typical age standards are consistently at risk for repeating kindergarten, but racial/ethnic patterns differ across the 2 cohorts of kindergarten repeaters. Evidence suggests that repeating kindergarten rarely leads to cognitive benefits in literacy or mathematics performance. On average, kindergarten repeaters continue to perform below their peers in terms of literacy skills both at the end of kindergarten and at the end of first grade (effect size [ES] = -0.20 and -0.24, respectively). In mathematics, the performance differentials are smaller but remain statistically significant. Evidence suggests that these differences vary somewhat by children's background and the school setting. Most children appear to receive little or no cognitive benefit from repeating kindergarten, suggesting the need for a careful reconsideration of current retention practices. (Contains 9 tables and 4 footnotes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10