After controlling for demographic characteristics and propensity scores resulting from pre-
enrollment factors, on average, at the beginning of
kindergarten, children whose
kindergarten enrollment was
delayed had the highest scores in reading and mathematics, followed by children who entered
kindergarten on time.
This study utilized data from the Early Childhood Longitudinal Study,
Kindergarten Class of 1998 - 99 to examine the longitudinal effects of delayed, early or on - time kindergarten enrollment and relative age on children's reading and mathematics achievement from kindergarten to
Kindergarten Class of 1998 - 99 to examine the longitudinal effects of
delayed, early or on - time
kindergarten enrollment and relative age on children's reading and mathematics achievement from kindergarten to
kindergarten enrollment and relative age on children's reading and mathematics achievement from
kindergarten to
kindergarten to third grade.