At the end of first grade, children whose kindergarten entry was delayed were behind their classmates who began kindergarten on time in math¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2006 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Delayed entrants were behind their classmates who began kindergarten on time in math at the end of first grade. → Malone 2006

Evidence¶

Malone 2006¶

Malone, L. M.; West, J.; Denton Flanagan, K.; Park, J. (2006). The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://www.mathematica.org/publications/the-early-reading-and-mathematics-achievement-of-children-who-repeated-kindergarten-or-who-began-school-a-year-late

q3 · i? · associational · r?

ECLS-K comparison of delayed-entry children with on-time starters on end-of-first-grade math; the report states "In math, these children were behind their classmates who began kindergarten on time". No effect size or test statistic is printed.

"In math, these children were behind their classmates who began kindergarten on time"

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Redshirted students' early-grade academic advantage over on-time peers fades as students move through school — the general claim this finding bears on, with the studies behind it
• At the end of first grade, children whose kindergarten entry was delayed demonstrated slightly higher reading knowledge and skills than those who started on time — related
• In fall 1998, five percent of children were repeating kindergarten and six percent were attending kindergarten for the first time despite being age-eligible a year earlier — related
• At the end of first grade, children who repeated kindergarten had lower reading and math knowledge and skills than children who started on time — related
• Students from poor families lag behind more affluent peers in early elementary math performance — related
• Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend — related
• Being a year older at kindergarten entry leads to higher initial achievement — related
• Having older classmates boosts a child’s test scores but increases the probability of grade repetition and diagnoses of learning disabilities such as ADHD — related
• Michigan's GSRP participants showed better kindergarten readiness, fewer grade repetitions, better reading and math proficiency, and better on-time graduation rates than non-participants, per a HighScope longitudinal evaluation — related
• Children who entered school in kindergarten rather than pre-kindergarten were twice as likely to be at academic risk at the end of first grade — related