Academic outcomes for early entry students: Age and gender comparisons on a high frequency word identification task.

摘要

The present study furthered existing research on age and gender discrepancies in academic performance in early education. A review of the literature on school-readiness, early entry outcomes, and age and gender differences in academic and behavioral performance in early education was undertaken. The academic implications of age and gender differences in neurodevelopment, and the subsequent differences in behavioral regulation and language, were also considered and reviewed.Original research investigated age and gender differences in high frequency word (HFW) identification among kindergarten students. Fall to spring gains in HFW identification were statistically analyzed. Statistical comparisons were made between four cohorts, including, (1) standard-entry (SE) kindergarten students (those who had turned 5 years old on, or before, September 1st of their kindergarten year), (2) early-entry (EE) students (those who turned 5 years old after September 1st of their kindergarten year), (3) EE-males, (4) EE-females.Data from 1,311 kindergarten students was analyzed with 1,036 students in the SE base-cohort (543 males and 493 females), and 275 in the EE base-cohort (121 males in the EE sub-cohort 154 females in the EE sub-cohort). Descriptive statistics demonstrated significant differences in HFW identification gains when comparing the SE and EE base-cohorts, with the SE students out-gaining the EE students. Further, the EE female sub-cohort demonstrated statistical superiority over the EE male sub-cohort in HFW identification gains. The statistical results of this research provide additional evidence that quantifiable differences between SE and EE students exist when measuring specific domains of academic performance.The findings of the present study are relevant to the practitioner involved in conceptualizing, operationalizing, and assessing school readiness, developing and implementing early education programming and policies, and the researcher studying early childhood development and learning. Replications of this study should attempt to standardize the HFW administration process, control the teaching environments, and investigate long-term differences in academic outcomes between similar cohorts. Future researchers should assess domains of executive development, language abilities, and academic outcomes, in similar cohorts, to continue the process of defining the neuropsychological attributes most predictive of academic success and definitive of school readiness.