How kindergarten readiness affects the future academic achievement of students

Ashlee B Ensey Hover, Tennessee State University


This research study was conducted to examine the effects of the Kindergarten Readiness program in a large suburban school district in Tennessee as measured by third grade Reading and Mathematics TCAP Achievement Test scores. In addition, the study examined the relationships between the chronological ages of the students at kindergarten entry and their benchmark performance scores in reading and mathematics. The groups of students who were studied included kindergarteners with birthdays between June 1 and September 30, kindergarteners with birthdays between October 1 and May 31, students who participated in the Kindergarten Readiness program in the local school district, and students who were redshirted or held out of school for a year before enrolling in kindergarten. A causal-comparative quantitative educational research design was used to evaluate student TCAP Achievement Test scores through the use of statistical comparisons (independent samples t-tests) and Pearson product-moment correlations. When there are concerns that young children with summer birthdays may not be ready to begin school, this research study supports the need to allow parents to make the decision to redshirt their children, enroll them in the Kindergarten Readiness program, or enroll them in regular kindergarten classes. The school system has the responsibility to provide ways to support the parents of young children with summer birthdays by providing the students with early childhood educational programs that aid in their growth and development.

Subject Area

Educational evaluation|Early childhood education|Elementary education

Recommended Citation

Ashlee B Ensey Hover, "How kindergarten readiness affects the future academic achievement of students" (2014). ETD Collection for Tennessee State University. Paper AAI3623180.