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What is Delayed Kindergarten Entry

Supporting Children’s Well-Being During Early Childhood Transition to School
A transition practice in which children are held out of kindergarten for a year despite being eligible to enroll based on age.
Published in Chapter:
Early School Outcomes for Children Who Delay Kindergarten Entry
Jordan E. Greenburg (George Mason University, USA) and Adam Winsler (George Mason University, USA)
DOI: 10.4018/978-1-7998-4435-8.ch013
Abstract
This chapter explores the transitional practice of voluntarily delaying a student's kindergarten entry through a combination of reviewing prior literature and also presenting new research findings. Using data from a large, predominantly low-income and ethnically diverse sample, the authors examine early elementary school outcomes for a group of children (n = 305) who delayed kindergarten entry in comparison to their on-time peers. Results indicate that children who delay kindergarten entry slightly outperform their peers in the kindergarten year, but these differences disappear by the end of 1st grade. Results were similar for students with disabilities. Overall, delaying kindergarten entry did not seem to provide sustained academic advantages for this sample of students. Implications for delaying kindergarten entry are discussed.
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