000			01759nam a22002537a 4500
003			OSt
005			20240802142832.0
008			240802b |||||||| |||| 00| 0 eng d
022			_a00220671
040			_cDSSC
082			_aPer/372/G685/2016
100			_aGottfried, Michael _911494
245			_aEnglish language learners and kindergarten entry age: Achievement and social-emotional effects _cby Michael Gottfried
300			_app. 424-435
310			_aMonthly
336			_atext
337			_aunmediated
338			_avolume
440			_aThe Journal of Educational Research _911399 _vvol. 109, n4 _x00220671
500			_aIn evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects of English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from the longitudinal study that followed a national sample of U.S students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed.
650		0	_aPrimary education _911495
650		0	_aEarly childhood education. _95684
942			_2ddc _cPINDEX
999			_c8277 _d8277