NWEA research brief on school entry age and academic growth through second grade¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

A June 2020 NWEA research brief by Angela Johnson and Megan Kuhfeld addressing the question "Does entering school older give students an edge?" It summarizes a multi-state regression discontinuity analysis of academic growth through second grade, and is listed under the topics "Student growth & accountability policies" and "Early learning". It is associated with a working paper of the same study.

Design Implications¶

Context¶

Requirements¶

• Readers seeking the detailed estimates are directed to the associated working paper, as the brief is a summary format

Constraints¶

• Findings concern academic growth through second grade in a multi-state U.S. sample

Target Learners¶

• kindergarten through second grade students

Target Learning Goals¶

• academic growth in early grades in relation to school entry age

Claims¶

• The early academic advantage of entering school older may fade in later grades, per a multi-state regression discontinuity analysis through second grade [+W]
• The school-entry-age findings were produced with a multi-state regression discontinuity analysis covering academic growth through second grade [+W]

Related Elements¶

Examples¶

• Use early-grades growth evidence when advising families about delaying kindergarten entry

Key Sources¶

• Angela Johnson, Megan Kuhfeld. (2020). Impacts of school entry age on academic growth through second grade. NWEA Research brief. https://www.nwea.org/research-publications/