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Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes

Author

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  • Linda M. Raffaele Mendez
  • Eun Sook Kim
  • John Ferron
  • Bonnie Woods

Abstract

The authors examined long-term outcomes for children who experienced delayed entry to kindergarten or kindergarten retention. They used a cohort of 6,841 students to compare these groups to each other and typically progressing peers. First, the authors compared the groups on demographic and early childhood variables. For the long-term school-based outcomes, they used propensity score analysis to address pretreatment differences between groups and examined outcomes by free or reduced-price versus paid lunch status. Results showed that the retained group experienced greater early risk than the delayed entry and typically progressing groups and poorer long-term outcomes even when controlling for pre-existing differences. Other than placement in special education, few differences emerged between the delayed entry and typically progressing groups. Implications of the study for progression decisions are discussed.

Suggested Citation

  • Linda M. Raffaele Mendez & Eun Sook Kim & John Ferron & Bonnie Woods, 2015. "Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 186-203, April.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:3:p:186-203
    DOI: 10.1080/00220671.2013.867474
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    Cited by:

    1. Michelle M. Sands & Lisa Monda-Amaya & Hedda Meadan, 2021. "Kindergarten Redshirting: Implications for Children with Disabilities," Disabilities, MDPI, vol. 1(1), pages 1-17, February.
    2. Kehinde Clement Lawrence, 2020. "Socio-Demographical Factors on Academic Redshirting as Perceived by School-going Adolescents with Special Needs," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 9, September.
    3. Rong Chen & Peter Riley Bahr, 2021. "How Does Undergraduate Debt Affect Graduate School Application and Enrollment?," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 528-555, June.

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