At What Age Should Children Enter Kindergarten? A Question for Policy Makers and Parents

By D. Stipek. 2002

165 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/36e93aae7b1d38f0a91a6300e11afb2edeb1b6b6

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In Education

Citations in the corpus

Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “There is a substantial but mixed literature on the impact of delaying kindergarten, or being older (rather than younger) when enrolling in kindergarten, on academic outcomes (Crosser, 1991; Datar, 2006; Kinard & Reinherz, 1986; Stipek, 2002).”
Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance (2005, unknown): “As argued by Stipek (2002): The appropriate question is not whether kids are ready for school — it is whether schools are ready for children.”
Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes (2006, background): “School district–level studies also confirm that White males are most likely to be redshirted, with mixed results regarding the influences of socioeconomic status (Stipek, 2002).”
Do You Believe In Magic?: What We Can Expect From Early Childhood Intervention Programs (2003, unknown): “Research does not support these practices (Stipek, 2002).”
Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes (2010, background): “Early applications of RD design can be found in Thistlethwaite and Campbell (1960) and Cook and Campbell (1979).”
The Benefits of Delayed Primary School Enrollment (2012, background): “1 Over the past 30 years, changes in state-speciﬁc laws have moved cutoffs earlier in school years and increased kindergarten entrance ages in the United States (Elder and Lubotsky 2006; Stipek 2002).”
Readiness for school: A relational construct (2009, background): “In an effort to address these limitations, Stipek (2002) has called for a ‘greater focus on making schools ready for children by tailoring teaching and learning opportunities to children’s diverse skills, rather than concentrating on making children “ready” for schools’ (p. 8).”
The Effects of On-Time, Delayed and Early Kindergarten Enrollment on Children's Mathematics Achievement: Differences by Gender, Race, and Family Socio-Economic Status* (2012, background): “Moreover, development is not evenly paced (Stipek, 2002) and children vary in their rate and patterns of development (Zill et al., 1998).”
No Child Left Behind Comes to Preschool (2006, background): “Another state policy shift associated with the new emphasis on K–12 accountability and NCLB is a trend toward moving the kindergarten cutoff date up, so that children enter kindergarten older, on average (Stipek, 2002a).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Ecological perspectives can guide efforts to design learning environments that better meet children’s needs as they enter formal schooling, rather than focusing responsibility for a successful school transition solely on the child (Kemp & Carter, 2000; Pianta, Cox, & Snow, 2007; Stipek, 2002).”