Research on Age of Entry

• The problem of “unready” children is not new.• The strategies of increasing the entry age and

using assessments to determine children’s readiness are also not new.

• Thus, research exists on these topics.

Existing research provides insight into many of the critical questions…..

• Is there an optimal age for K entry?• Do older children have an advantage?• Are screening test results better than chronological

age in determining readiness?• Before summarizing this research, please note– Much of the research is from the 1980s and 1990s; not a

current research topic.– Current research focuses on classroom characteristics and

teaching strategies that meet the varied needs of young children and promote their optimal development.

– I am summarizing peer-reviewed, published research available in the professional literature.

Is there an optimal age for K entry?

• Research from the 1980s notes that the “age problem” is relative, not absolute.– No matter what date is used as the cutoff, there will

always be an older and younger group of children.– There is a 30 year trend (reported in the 1980s) of

increasing the K entrance age; this trend has been associated with continued escalation of the curriculum. As older children enter, the curricular expectations have increased. Thus, increasing the entry age has proven to be only a temporary solution.

Is there an optimal age for K entry?

• Research from the 1980s notes that the “age problem” is relative, not absolute– “Hidden” policies suggesting that parents

voluntarily “red shirt” children have been shown to increase the diversity of the K classes; this increases the challenge for teachers even more.

• Research-based advice: Pick an entry date, stick with it, and support teachers in meeting the needs of their diverse students.

Do older children have an advantage?• Yes, studies show an advantage for the older children

over the younger within a grade; expected given the 11 month chronological spread. HOWEVER,

• The advantage is relatively small– On achievements tests the differences typically average 7 or

8 percentile points• Ability/achievement appears to be more important than

age:– No age difference found in average and high ability children– For low ability children (below the 25th percentile), age

differences were found. Conclusion: it is the combination of youngness and low ability that is responsible for the “unreadiness”. This raises the question: Can public schools ethically withhold services from low ability children? Especially when we know ability/achievement is highly correlated with income.

Do older children have an advantage?

• Research conducted in the early 1990s suggest that socioeconomic variables are more important than age:– Poverty impacts learning and school readiness

much more than age.– Educational intervention and teaching overcame

age in this study (by the end of 4 years of schooling).

Do older children have an advantage?

• Initially, but it disappears…….many studies show initial age differences disappear by the end of 2nd, 3rd, or 4th grades; so, school makes a difference!

• Studies indicate the disappearance of age effects over time, as well as their rate of decrease, depends on the effectiveness of the school program to individualize.

• Research-based advice: Individualizing is a powerful strategy; schooling is more important than entry age; support teachers in meeting the needs of their diverse students.

Are screening test results better than chronological age in determining readiness?

• The question: If a change in entrance age cannot address differential readiness, is it possible to measure readiness directly?

• Deciding who should enter or not enter school is a high stakes decision; thus, the assessments must meet stringent psychometric standards.

• Few, if any, existing measurement tools meet these standards; and, one test should not be used alone to make high stakes decisions.

• History shows that testing readiness is more challenging and costly (to schools, staff, and children) than its benefits.

What does research suggest as alternatives?

• Educational reforms and the goal of raising standards have intensified the problems of differential readiness.

• What are research-based solutions:– For children:

• Enroll age eligible children in school.• If the environment prior to school did not prepare children

for school, there is no reason to believe another year in that same environment will produce different results. These children need the educational opportunities and services provided by schools to develop and learn.

• Research shows that the least capable students profit the most from effective programs.

What does research suggest as alternatives?

• What are research-based solutions:– For schools / teachers:• Assist developing teachers to expect a range of abilities

and readiness levels in programs designed for young children.• Equip developing teachers with strategies that prepare

them to individualize to the unique challenges and strengths that each child brings to school.