This study explored the predictors of multiple year kindergarten experiences. Using the Early Childhood Longitudinal Study-Kindergarten data, the study examined whether child and family variables predicted who would receive more than one year of kindergarten. Data for 15,936 kindergarten students were analyzed. A backward Multiple Logistic analysis was conducted. Strong predictive relationships were found for gender and disability status. Boys and children with disabilities were found significantly more likely than girls and children without disabilities. Non-two parent families strongly predicted multiple year experiences. Mothers' expectations for academic achievement and mothers' age at first birth were strongly predictive. Whether children entered kindergarten on time or not was strongly predictive. And, the child's reading assessment score was found to be strongly predictive of multiple year kindergarten experiences.
|Commitee:||Carr, Victoria, Collins, Roger, Deddens, James, Elgas, Peggy, Feldis, Dorothyann|
|School:||University of Cincinnati|
|School Location:||United States -- Ohio|
|Source:||DAI-A 72/03, Dissertation Abstracts International|
|Subjects:||Early childhood education, Special education|
|Keywords:||Early education, First grade, Kindergarten, Kindergarten retention, Kindergarten success, School readiness|
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