This study examined the longitudinal effects of age of entry into kindergarten on children's reading and mathematics achievement in kindergarten, first- and third-grade. Early entrants, younger-ontime, medial-ontime, older-ontime and delayed entrants were compared. The effect of absolute age of children at the time of kindergarten entry and relative age of children to their classmates was explored. Children's gender, race, socioeconomic status (SES), and preschool attendance were controlled. Children's beginning cognitive ability levels in reading and mathematics were controlled in the kindergarten year. Data for the study came from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Cross sectional analyses were conducted by utilizing 2-level hierarchical linear model (HLM) analyses, and longitudinal analyses were conducted utilizing cross classified random effects model (CREM). HLM results suggested that delayed students scored higher than medial ontime students in the kindergarten, first and third grade in reading and in the kindergarten, and first grade in mathematics. Older-ontime students scored higher and younger-ontime students scored lower than medial-ontime students in the kindergarten and first grade in reading and mathematics. Early entrant students' performance was lower than medial-ontime students in all grades in mathematics and in the kindergarten and first grade in reading. The effect of the absolute age was evident in all grades except for the first grade mathematics. Relative age was associated with kindergarten and first grade reading achievement and kindergarten mathematics achievement. CCRM results suggested that delayed entrant students scored significantly higher than medial-ontime students by the third grade in mathematics. The effect of the absolute age of children's entrance age was significant in the third grade mathematics achievement. No performance differences were evident among older-ontime, medial-ontime, younger-ontime and early entrant students in the third grade mathematics performances. Furthermore, there were no age effects by the third grade on the reading achievement or on the growth rate for reading and mathematics achievement. It was concluded the gap that appears to exist in the kindergarten year due to age effects disappear or diminish, while the gap due to gender, SES and ethnicity widens as children progress in their school year by the end of the third grade. / A Dissertation submitted to the Department of Childhood Education, Reading and
Disability Services in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Degree Awarded: Summer Semester, 2006. / Date of Defense: October 14, 2005. / Age of Entry, Cross-classifieds Random Effects Model, ECLS-K, Hlm, Achievement / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Akihito Kamata, Outside Committee Member; Charles H. Wolfgang, Committee Member; Vickie E. Lake, Committee Member; Carol McDonald Connor, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168816 |
| Contributors | Yesil-Dagli, Ummuhan (authoraut), Jones, Ithel (professor directing dissertation), Kamata, Akihito (outside committee member), Wolfgang, Charles H. (committee member), Lake, Vickie E. (committee member), Connor, Carol McDonald (committee member), Department of Childhood Education, Reading and Disability Services (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
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