Child Care and Early Education Research Connections

Skip to main content

The early reading and mathematics achievement of children who repeated kindergarten or who began school a year late

Description:
An analysis of the first grade math and reading achievement of children who were retained in kindergarten or whose kindergarten entry was delayed, based on data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K), a nationally representative longitudinal study of the educational experiences of children who were in kindergarten in 1998
Resource Type:
Reports & Papers
Author(s):
Malone Lizabeth M.; West Jerry; Flanagan Kristin Denton; Park Jen
Publisher(s):
National Center for Education Statistics
Country:
United States

- Related Resources

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- Related Studies

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/3676

- You May Also Like

These resources share similarities with the current selection.

Children's reading and mathematics achievement in kindergarten and first grade

Reports & Papers
Children's reading and mathematics achievement in kindergarten and first grade

Children's reading and mathematics achievement in kindergarten and first grade [Executive summary]

Executive Summary
Children's reading and mathematics achievement in kindergarten and first grade [Executive summary]

Children who enter kindergarten late or repeat kindergarten: Their characteristics and later school performance

Fact Sheets & Briefs
Children who enter kindergarten late or repeat kindergarten: Their characteristics and later school performance
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT