Can Starting Summer-born Children Earlier at Infant School Improve their National Curriculum Results?

Daniels, Sandra; Shorrocks-Taylor, Diane; Redfern, Edwin

doi:10.1080/713688530

Cited by 18 publications

(12 citation statements)

References 29 publications

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“…There is a mounting body of international evidence which indicates a relationship between month of birth, school year structure, and a variety of academic and extra‐academic outcomes. Pupils who are younger in the school year (in England, those born during the summer months) tend consistently, throughout compulsory education, to score lower on tests of academic ability than their relatively older peers (Daniels et al ., ; Menet et al ., ; Martin et al ., ; Strom, ; Bedard & Dhuey, ; Boardman, ; Lawlor et al ., ; Oshima & Domaleski, ; Crawford et al ., , ; McEwan & Shapiro, ; Sykes et al ., ; Department for Education, ). They are more often diagnosed with special educational needs (Wallingford & Prout, ; Wilson, ; Gledhill et al ., ; Goodman et al ., ; Martin et al ., ; Crawford et al ., ; Polizzi et al ., ; Sykes et al ., ; Department for Children, Schools and Families, ; Department for Education, ) and progress less frequently into further education (Bedard & Dhuey, ; Sykes et al ., ; Crawford et al ., ; Sampaio et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Stratified at seven: in‐class ability grouping and the relative age effect

Campbell

2013

British Educational Res J

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There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn-born pupils consistently attain at higher levels than summer-born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in-class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven-year-old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in-class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn-born children as more able when grouping takes place. The autumn-summer difference in teacher judgements is significantly more pronounced among in-class ability grouped pupils than among non-grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in-class ability grouping in early primary school may be instrumental in creating the relative age effect.

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Section: Introductionmentioning

confidence: 99%

Stratified at seven: in‐class ability grouping and the relative age effect

Campbell

2013

British Educational Res J

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“…However, as the Daniels et al (2000) study has shown, and as we have argued above, this disadvantage cannot be simply compensated for by earlier school entry. Indeed, the current evidence suggests that summer-born children would be best served by having their entry to formal schooling in Reception classes delayed, thus allowing them to receive maximum benefit from the more appropriate pre-school experience.…”

Section: Equity In England? Summer-born Children Deserve Equal Opportmentioning

confidence: 84%

“…As indicated in a recent review of evidence regarding school starting age (Rogers & Rose, 2007), the precise causes of this have been difficult to determine, but it is likely that the relative immaturity of summerborn children in age-cohort classes is a significant factor. In one particular study, Daniels et al (2000) saw teacher expectations of the youngest children in their classes as affecting the tasks that were given to children and the children's performance. They showed that summer-born children's results in standard tests at the end of Key Stage 1 were not significantly affected by whether they had spent seven or nine terms at school because they remained the youngest in their class.…”

Section: Equity In England? Summer-born Children Deserve Equal Opportmentioning

confidence: 99%

Reflections from the TACTYC website

Payler

Whitebread

2007

Early Years

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“…The situation is quite the opposite for relatively older children. Teachers evaluate older children more positively, expect more and give them more challenging tasks (Daniels, Shorrocks-Taylor, & Redfern, 2000). Relatively older children receive more positive adult evaluations based on group influence within the community and provide social interactions that affect their later development, relatively higher scores, special coaching in sport, as well as special opportunities for success (Jeronimus, Stavrakakis, Veenstra, & Oldehinkel, 2015 es not oung.…”

Section: Factors Causing Relative Age Effectmentioning

confidence: 99%

The Impact of Relative Age Effect on Mathematics Achievement

Ünal¹

2019

IES

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The timing of children’s start to school is the interest of researchers, policy-makers and especially parents. Researches on this issue have recently pointed to the concept of relative age effect (RAE). The purpose of this study is to determine the impact of RAE on mathematics achievement in Turkey. In order to accomplish this purpose, the question was sought: Does RAE have an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey? The research was conducted in survey model. In the present study, the data obtained from the TIMSS 2015 results of Turkey was used. Totally 6456 students were sampled for TIMSS 2015 the fourth grade in 242 schools. Also, totally 6079 students (2943 girls and 3136 boys) were sampled for TIMSS 2015 the eighth grade in 218 schools. Hierarchical multiple regression analysis was used to analyze the data. In conclusion, it has been reached that RAE has an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey and the youngest children born just before the cut-off date has the worst performance. The recommendations based on the results have been submitted as making the enrollment dates more flexible, especially for children in rural areas, not applying honors classes in schools, raising awareness about RAE in pre-service and in-service training programs for teachers, no pressure on children at home and at school for their lagging in competition.

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Can Starting Summer-born Children Earlier at Infant School Improve their National Curriculum Results?

Cited by 18 publications

References 29 publications

Stratified at seven: in‐class ability grouping and the relative age effect

Stratified at seven: in‐class ability grouping and the relative age effect

Reflections from the TACTYC website

The Impact of Relative Age Effect on Mathematics Achievement

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