The Effects of Age at Kindergarten Entry on the Reading Proficiency of African American and European American Students

Abstract

European American students are more likely delayed entrance in kindergarten than African American students. This study examined whether age at kindergarten entry influences the reading proficiency skills of African American and European American students at the start of kindergarten, at the end of first grade, and at the end of third grade. Using a sample of 1,320 African Americans and 4,399 European American public school students from the Early Childhood Longitudinal -Study-K-5, the study found that age at kindergarten entrance had a significant effect on the reading proficiency at the start of kindergarten and by the end of third grade. In addition, the study found that when entering kindergarten when age eligible, the reading proficiency skills of African American and European American students were not significantly different and neither was the reading proficiency growth between kindergarten and third grade.