Abstract
AbstractA critical analysis of recent reviews on the effects of early entrance to first grade by prominent educators and organizations demonstrated that most of the reviewers relied heavily on the same few sources, and that the findings in these sources were frequently misinterpreted. Further analysis of the studies in the reviews indicated that pupils who had entered first grade early were one year ahead in grade and approximately three months ahead in average achievement of pupils of similar intelligence and age who had not entered school early; but when early entrants were compared upon anticipated achievement scores with pupils of similar intelligence and grade level, but one year older, it was discovered that the early entrants were approximately seven months behind this criterion group in average achievement.
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