Effects of extra year programs prior to first grade

Abstract

This study addressed the issue of whether providing an extra year of schooling prior to first grade is related to higher achievement at the end of first grade. Thirty‐one children who had been placed in either developmental Kindergarten or Transition First Grade were matched on entry‐level characteristics (chronological age, Battelle Developmental Inventory score, sex, socio‐economic status, and recommendation for extra year) with 31 children who had experienced only one year of regular kindergarten before being promoted to first grade. At the end of first grade, the achievement of the two groups was compared. Results showed that the one‐to two‐month advantage of those receiving the extra year was statistically significant only on the language subtest but not on reading or math. These findings are consistent with the bulk of the literature on this topic that shows extra year programs to be minimally cost‐effective in preventing later school failure or enhancing the educational opportunities of young children.