Relationship of School Entrance Age to Academic and Social Performance

DeMeis, Joseph L.; Stearns, Eleanor S.

doi:10.1080/00220671.1992.9941823

Cited by 40 publications

(34 citation statements)

References 15 publications

(10 reference statements)

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“…therefore hardly surprising that a large body of research indicates that relatively younger children have more academic problems than their older classmates (Bell & Daniels, 1990;DeMeis & Stearns, 1992;Dickinson & Larsen, 1963;Gilly, 1965;Grondin, Proulx, & Zhou, 1993;Hauck & Finch, 1993). Early entrants are more likely to be classified as learning disabled (Diamond, 1983;Maddux, 1980), and they achieve significantly less than their older classmates (Davis, Trimble, & Vincent, 1980).…”

mentioning

confidence: 99%

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport

Musch

Grondin

2001

Developmental Review

634

880

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Children born shortly before the cutoff date for age grouping in youth sport programs suffer from being promoted to higher age groups earlier than their laterborn peers. Skewed birthdate distributions among participants in youth sport and professional sport leagues have been interpreted as the result of this disadvantage. A growing body of research shows that this Relative Age Effect in sport is a worldwide phenomenon and that it exists in many, but not all, competitive sports. Both physical and psychological mechanisms that may be responsible for the effect are identified. Negative consequences on personal development and possible remedies to the problem are discussed. Finally, desirable and necessary directions for future research are formulated. © 2001 Academic Press Most public school systems specify cutoff dates for entrance into kindergarten or first grade. Although a primary purpose of this procedure is to avoid large age differences, children born shortly after the cutoff date are still up to a full year older than late-born children in their respective age group. This difference of age between individuals in the same age group is referred to as relative age, and its consequence is known as the Relative Age Effect (RAE). A maximum relative age difference of almost 1 year, which is typical of the public school system in most countries, is associated with significant differences in children's cognitive development (Bisanz, Morrison, & Dunn, 1995;Morrison, Smith, & Dow-Ehrensberger, 1995). It isWe are grateful to Günther Bäumler and Roy Hay for stimulating discussions and comments on the RAE phenomenon. Two anonymous reviewers also helped to improve the manuscript.

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mentioning

confidence: 99%

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport

Musch

Grondin

2001

Developmental Review

634

880

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“…In a study by DeMeis and Stearns (1992), students that are younger are placed significantly more often in pre-first-grade classes than are older classmates. Chilean students that delayed entrance to first grade for a year decreased their probability of retention in first grade by two percent.…”

Section: Birth-date and Retentionmentioning

confidence: 99%

“…independent of age, boys are referred more for mental health services than girls (DeMeis & Stearns, 1992;Kinard & Reinherz, 1986). Boys born later in the year compared to boys born earlier in the year are significantly more likely to be referred to psychological services for academic problems in the primary grades.…”

Section: Gendermentioning

confidence: 99%

Decision-Making Perspectives for Kindergarten Entry

Watkins¹

2013

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Watkins, Kathlene S. M.Ed., Education Department, Cedarville University, 2012. DecisionMaking Perspectives for Kindergarten Entry.This study investigated the factors teachers utilize when recommending parents delay or not delay kindergarten entry for their child. Fourteen preschool and kindergarten teachers representing the demographic areas of rural, urban, suburban, and private schools, were interviewed to gather data concerning school readiness skills, learning differences between genders, kindergarten screening, state standards, and situations for recommended kindergarten delay. Consistently among all demographic groups, teachers are of the same opinion in the following issues: first, children need to be evaluated individually for kindergarten entrance; second, social-emotional growth is the greatest readiness factor; third, academic rigors of kindergarten require attention of parents and teachers in the decision to delay or not delay kindergarten entry; fourth, children with questionable readiness are at an advantage if given an extra year before entrance.

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“…Other researchers, however, found no relationship between SEA and academic achievement (Aliprantis, 2010;Bellisimo et al, 1995;Cameron & Wilson, 1990;Demarest, Reisner, Anderson, Humphrey, Farquhar, & Stein, 1993;DeMeis & Stearns, 1992;Dennebaum & Kulberg, 1994;Dietz & Wilson, 1985;Garratt, 2002;Narahara, 1998).…”

Section: -Empirical Research Findingsmentioning

confidence: 99%

“…DeMeis and Stearns (1992) warn that teachers and educational professionals "should not confuse temporary lower skill levels that are within the range of normal development with continued long-term failure" (p. 26). They add that…”

Section: -Critique Of the Maturational Viewmentioning

confidence: 99%

The relationship between school-entry age and academic achievement in Lebanon. (c2011)

Oueis¹

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Relationship of School Entrance Age to Academic and Social Performance

Cited by 40 publications

References 15 publications

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport

Decision-Making Perspectives for Kindergarten Entry

The relationship between school-entry age and academic achievement in Lebanon. (c2011)

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