Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes

ABSTRACT

The authors examined long-term outcomes for children who experienced delayed entry to kindergarten or kindergarten retention. They used a cohort of 6,841 students to compare these groups to each other and typically progressing peers. First, the authors compared the groups on demographic and early childhood variables. For the long-term school-based outcomes, they used propensity score analysis to address pretreatment differences between groups and examined outcomes by free or reduced-price versus paid lunch status. Results showed that the retained group experienced greater early risk than the delayed entry and typically progressing groups and poorer long-term outcomes even when controlling for pre-existing differences. Other than placement in special education, few differences emerged between the delayed entry and typically progressing groups. Implications of the study for progression decisions are discussed.

Keywords:

• educational equity
• longitudinal
• redshirting

Additional information

Notes on contributors

Linda M. Raffaele Mendez

Linda M. Raffaele Mendez is an Associate Professor in the Department of Educational and Psychological Studies at the University of South Florida. Her research focuses on youth at risk for school failure, including how to improve educational trajectories for these youth.

Eun Sook Kim

Eun Sook Kim is an Assistant Professor in the Department of Educational and Psychological Studies at the University of South Florida. Her research interests include structural equation modeling, multilevel modeling, propensity score analysis, and their applications in social science research.

John Ferron

John Ferron is a Professor in the Department of Educational and Psychological Studies at the University of South Florida. His research interests are in educational statistics and their application in educational research.

Bonnie Woods

Bonnie Woods is a practicing school psychologist with Osceola Public Schools in Kissimmee, Florida. Her interests include the provision of behavioral and mental health services in schools via the multitiered systems of support model of service delivery.