Abstract
In this article the initial placement decisions of six Virginia districts that gave screening tests to all children prior to school entry and that had junior kindergarten programs are examined. The relationships between placement into regular or junior kindergartens and socioeconomic status (SES), ethnicity, gender, and age are analyzed first separately and then in combination with each other. SES, ethnicity, gender, and age are each moderately predictive of placement. A main-effects model with SES, gender, and age is more predictive. Younger, poor boys are more likely than other groups to be placed in junior kindergartens—32 times more likely than older nonpoor girls. Policy implications are discussed.
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