Apply the age-weighted school-progress method in any educational system elastic enough to permit the comparison¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Winch proposes that his monograph's method of measuring school progress weighted for age can be applied to the entry-age question wherever a system is sufficiently flexible to allow the needed groupings. He writes that "The method of the monograph may be appleid to test the question, if there is an educational system anywhere suflSciently elastic." This is an implementable recommendation for researchers rather than a classroom recipe.

Design Implications¶

Context¶

Requirements¶

• An educational system elastic enough to permit comparing earlier- and later-instructed children of equal intellectual ability

Constraints¶

• The method could not be used to test the value of preliminary kindergarten teaching in the large cities of the States

Target Learners¶

• children at the age of entry into school

Target Learning Goals¶

• school progress measured with age weighting

Claims¶

• Winch's age-weighted method of measuring school progress cannot test the value of preliminary kindergarten teaching in large American cities [~W]
• Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph [+W]
• The monograph's conclusions on entry age were independent of the form of teaching adopted, across schools with different educational attitudes [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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