Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1914 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Winch's monograph compared earlier-instructed and later-instructed children of equal intellectual ability and the figures indicated no intellectual advantage of early entry. → Winch 1914

Evidence¶

Winch 1914¶

Winch, W. H. (1914). When Should a Child Begin School? A Reply to Professor Strayer. Journal of Educational Psychology. https://books.google.com/books?q=%22When+Should+a+Child+Begin+School%22

q2 · i? · causal · r?

In this reply to Strayer's review, Winch restates the monograph's research question: comparing earlier-instructed with later-instructed children "of equal intellectual ability." He states the figures indicated the conclusion the reviewer expected, contrary to English conviction in early entry.

"My problem was to find out whether those earlier instructed succeeded better than those later instructed when these groups were of equal intellectual ability."

Discussion¶

Related Claims¶

• Winch's age-weighted method of measuring school progress cannot test the value of preliminary kindergarten teaching in large American cities — related
• English defense of early school entry shifts from intellectual advantage to moral advantage and attention development when faced with contrary evidence — related
• The monograph's conclusions on entry age were independent of the form of teaching adopted, across schools with different educational attitudes — related