| dc.description.abstract | Every year school districts struggle with how to meet the needs of their students, particularly those deemed weak in academic areas. Thousands of dollars are poured into remedial services, including the hiring of additional staff members and the purchasing of support materials. In many districts, it is not uncommon for up to one-third of kindergartners through second graders to qualify for assistance outside of the regular classroom. This study focuses on the age of K-2 students, based on their birth month, (which determines whether they are considered young or old for their grade) who receive remedial assistance outside of the regular classroom. The question of whether or not age, maturity and readiness levels are related to academic success is addressed. In this research project, the school entry age of kindergarten, first and second grade students is examined to determine who is young or old for their grade level. Children identified as old for their grade have birth dates falling in September, October, November or December. Children who entered school with birth dates falling in May, June, July or August are considered young for their grade. (Children with birth dates in the middle months of the school year are excluded from the study, as they are considered neither young nor old for their grade. Also excluded were students who were early or late entrants, as well as those formally enrolled in special education programs.) The lists of old and young students are cross-referenced with lists of students involved in remedial programs to determine if a relationship exists between the ages of K-2 students and the need for remedial services. Utilizing the chi square format with a .05 confidence level, it was determined that a statistical link exists between the age of school entry for kindergarten students and the need for outside remedial assistance. However, this was not the case for first or second grade students. No statistical link was found when comparing age and the need for remedial programs. It would appear that the school entry age of students is not a significant factor in academic success or failure | |
