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

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief situates its findings for educators and families weighing school entry age, noting that an early advantage of entering older may fade in later grades. The article's framing — "New research suggests an early advantage may fade in later grades" — implies decisions about delayed entry should rest on growth trajectories through the early grades, not only entry-year status.

Design Implications¶

Context¶

Requirements¶

• Access to longitudinal academic growth data through the early grades

Constraints¶

• The brief itself prints no detailed estimates; the underlying multi-state regression discontinuity analysis governs the scope of any advice

Target Learners¶

• kindergarten entrants and their families

Target Learning Goals¶

• informed school-entry-age decisions based on academic growth patterns

Claims¶

• Prior evidence on school entry age lacked causal estimates of growth through early grades [~W]

Related Strategies¶

Examples¶

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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/