The effects of school entry age on the academic achievement of third, fourth, and fifth grade students in a rural Tennessee school
This study was conducted to determine the effects of school entry age on the academic achievement of third, fourth, and fifth grade students. The subjects for this research were 340 students attending Northside Elementary School in Smithville, Tennessee. Participants were divided into groups by grade and gender: 119 third grade students, 58 female and 61 male; 114 fourth grade students, 58 female and 56 male; and 107 fifth grade students, 61 female and 46 male, participated in the study. The academic variable was of two types, teacher assigned yearly classroom averages and Terra Nova scores. Teacher assigned yearly classroom averages were observed in the areas of reading, spelling, English, math, science, and social studies. Terra Nova scores in the areas of reading/language arts, math, science, and social studies were researched. The entry age variable was calculated to the nearest month of chronological age at kindergarten entrance for each student. Pearson r correlations, at the .05 level of significance, yielded statistically significant relationships between school entry age and academic achievement of males in the areas of fifth grade teacher assigned math scores, fourth grade Terra Nova math scores, fourth grade Terra Nova science scores, and fourth grade Terra Nova social studies scores. There were no statistically significant relationships between female students' third, fourth, or fifth grade achievement and chronological age at school entry.
"The effects of school entry age on the academic achievement of third, fourth, and fifth grade students in a rural Tennessee school"
ETD Collection for Tennessee State University.