School entry age as a determinant of early-grade academic growth trajectories¶

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

Description¶

The article frames school entry age as a factor shaping academic growth through second grade, rather than only initial achievement. Its guiding question — "Does entering school older give students an edge?" — and its answer that "an early advantage may fade in later grades" treat entry age effects as trajectory-level, examined with a multi-state regression discontinuity design so that relative-age advantages can be traced as students progress through early grades.

Design Implications¶

Context¶

Requirements¶

• Longitudinal growth measures across early grades and variation in school entry age to support a regression discontinuity analysis

Constraints¶

• Applies to academic growth through second grade in a multi-state U.S. context; the brief states the advantage "may fade" rather than estimating a definitive fade-out magnitude

Target Learners¶

• kindergarten through second grade students

Target Learning Objectives¶

• understanding how entry age relates to early academic growth

Claims¶

• School Entry Age Multistate Regression Discontinuity Analysis [+M]
• The early academic advantage of entering school older may fade in later grades, per a multi-state regression discontinuity analysis through second grade [+W]

Related Theories¶

• Regression discontinuity embedded in a piecewise multilevel growth model for entry-age effects

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/