A study of how kindergarten entry -age and gender affects middle school achievement

Tracy Harris Kilpatrick, Tennessee State University

Abstract

This study compared middle school students' Terra Nova reading and math test scores to gender and age upon entering kindergarten. Further, gender differences as they related to early and regular kindergarten entry were also examined. The subjects included 389 students at Lewisburg Middle School. With the permission of the Lewisburg Middle School principal, data were gathered from the permanent records of these students and analyzed using the Statview computer program currently in use at Tennessee State University. An unpaired t-test was used to analyze the data. The study found no significant differences to indicate that kindergarten entrance age or gender had any bearing on reading or mathematics test scores at the middle school level. ^

Subject Area

Education, Tests and Measurements|Education, Early Childhood

Recommended Citation

Tracy Harris Kilpatrick, "A study of how kindergarten entry -age and gender affects middle school achievement" (2002). ETD Collection for Tennessee State University. Paper AAI3061768.
http://digitalscholarship.tnstate.edu/dissertations/AAI3061768

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