Early effects of an early start: Evidence from lowering the school starting age in Poland

Herbst, Mikołaj; Strawiński, Paweł

doi:10.1016/j.jpolmod.2016.01.004

Cited by 17 publications

(20 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings of this study are unlike those of many studies in literature (Elder & Lubotsky, 2009;Herbst & Strawiński, 2016;Sakic vd., 2013;Stipek, 2002;Stipek & Byler, 2001;Verachtert, De Fraine, Onghena, & Ghesquière, 2010). Some studies claim that academic success increases as the schooling age increases.…”

Section: Discussioncontrasting

confidence: 99%

“…Ayrıca gelişmiş ülkelerin çoğunluğunun 6 yaşında okula başlaması da bir etken olarak gösterilmiştir. Özellikle yoksul ailelerin çocukları için okula erken başlamanın pedagojik destek sunması ve akranların etkisiyle olumlu etkisinin olabileceği belirtilmiştir (Herbst & Strawiński, 2016). Milli Eğitim Bakanlığı'nca Türkiye'de konu ile ilgili eleştiri ve sorulara cevap olarak (MEB, 2012) "Bu konuda dünya genelindeki uygulamalarla paralellik sağlanmış, erken yaşta eğitime başlayan bireyin bir yıl erken hayata adım atması sağlanmıştır.…”

Section: Okula Başlama Yaşı Ile Akademik Başarı Arasındaki İlişkiunclassified

“…Buna göre öğrencilerin okula başlama yaşı düştükçe, okul derslerindeki akademik başarıları artmaktadır. Elde edilen bu sonuç literatürdeki çoğu araştırmayla (Elder & Lubotsky, 2009;Herbst & Strawiński, 2016;Sakic vd., 2013;Stipek, 2002;Stipek & Byler, 2001;Verachtert, De Fraine, Onghena, & Ghesquière, 2010) örtüşmemektedir. Bazı araştırmalar öğrencilerin okula başlama yaşı arttıkça, akademik performansın arttığını ortaya koymaktadır.…”

Section: Tartışma Ve Sonuçlarunclassified

See 2 more Smart Citations

The Correlation between the Age of Starting School and Academic Achievement

Baştuğ¹,

Ünal²,

Yazıcı³

et al. 2017

IOJES

View full text Add to dashboard Cite

Schooling age and the level of school readiness are considered critical concepts in students' adaptation to school, in their academic achievement and in attaining educational objectives. Therefore, the issues of schooling age and school readiness are frequently discussed within educational matters. In Turkey, schooling age is 60 months or older in the 4+4+4 educational system. According to this legal arrangement, students who turn 60 months at the time are allowed to start school with parental consent, which means that students can start school one year earlier. In this study, the relation between the fourth grade students' schooling ages and their academic achievement is investigated. The data for the fourth grade students who studied in schools both in the city and in the province under the Niğde Provincial Directorate of National Education in 2015-2016 academic years were investigated by the study. The data were collected from the students' second term grade-point averages by scanning the e-school databases of schools in Niğde. The data was analyzed using descriptive, comparison and relational tests. The results of the study revealed weak, negative and significant relations between students' schooling ages and their academic achievement. When compared in terms of schooling age groups, a significant difference in terms of low age groups was found in students' academic achievements. According to this result, students' grade-point averages increase as their schooling ages decrease.© 2017 IOJES. All rights reserved Keywords: 1 Schooling age, 4+4+4 educational system, school readiness, learning, teaching Extended SummarySchooling age and the level of school readiness are considered critical concepts in students' adaptation to school, in their academic achievement and in attaining educational objectives. Therefore, the issues of schooling age and school readiness are frequently discussed in educational matters. In Turkey, schooling age was 6 (72 months) until 2012. However, it is 60 months or over in the 4+4+4 educational system, which began in 2012. According to this legal arrangement, students who turn 60 months at the time are allowed to start school with parental consent, which means that students can start school one year earlier. Early schooling age is criticized in reports by various institutions and organizations. In this study, student achievement is only a judgement, rather than being based on the data of the students directly affected by the situation. Studies based directly on student data are needed in order to understand the relation between schooling age and student achievement. This study aims to investigate the relation between the fourth grade students' schooling ages and their academic achievement. Method

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Okula Başlama Yaşı Ile Akademik Başarı Arasındaki İlişkiunclassified

Section: Tartışma Ve Sonuçlarunclassified

See 1 more Smart Citation

The Correlation between the Age of Starting School and Academic Achievement

Baştuğ¹,

Ünal²,

Yazıcı³

et al. 2017

IOJES

View full text Add to dashboard Cite

show abstract

“…3 The students were examined again approximately six months later, in the spring of 2013; however, the results of the second test are not used in this study. The impact of enrolment age on educational achievement at the end of 1 st grade is investigated in the article by Herbst and Strawiński (2016).…”

Section: Who Wants To Go To School: Early Investment Vs Redshirtingmentioning

confidence: 99%

Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

Herbst¹

2017

Edukacja

Self Cite

View full text Add to dashboard Cite

The goal of this paper -set in the context of the reform to lower the school starting age in Poland -is to investigate the determinants of parental decisions to enrol their six-year-old children in the 1 st grade versus leaving them in preschool or preparatory class. It was found that starting school before the compulsory term occurs primarily in response to objective symptoms of a child's readiness for school, but there is also some evidence for a deliberate investment in education by parents with a higher socio-economic status. Finally, early enrolment may also be driven by a cost-reducing strategy. The discussion highlights the possible reasons for the political failure of school age reform, which was recently cancelled after having been gradually introduced for six years.

show abstract

“…On one hand, cross-country studies have shown that children from countries where formal school starts at a younger age demonstrate better mathematical skills than their peers from countries with older school entrance ages (Kavkler et al, 2000;Luyten, 2006;Wolke et al, 2015). Developmental data shows that starting formal instruction early has a positive effect on mathematical skills, both in the short term (Cliffordson & Gustafsson, 2010;Herbst & Strawiński, 2015) and in the longer term (Black, Devereux, & Salvanes, 2011;Sylva et al, 2008). On the other hand, within-country studies focusing on special groups of children as well as early interventions with both fading out and catching up effects (Clements & Sarama, 2014), indicate opposite trends (for a review, Datar, 2006) which call for and necessitate further investigation of these effects.…”

Section: Introductionmentioning

confidence: 99%

The effect of first school years on mathematical skill profiles

Nanu

Laakkonen

Hannula-Sormunen

2020

FLR

View full text Add to dashboard Cite

This study investigated the effect of children's first formal school years on mathematical skill profiles, measured by a variety of arithmetical skills and Spontaneous Focusing On Numerosity (SFON) tasks. By using person-centered approach the aim was to investigate whether the amount of formal schooling is associated with mathematical skills in the same way for all children, or, whether the associations differ according to the children's mathematical skill profiles. Data was analyzed from 652 4-7-year-old children from four European countries with different school entrance ages. A personcentered approach with latent profile regression analyses on four-factor score variables identified six mathematical skill profiles with both qualitative and quantitative differences. The results revealed significant, but small effects of the amount of schooling on mathematical profiles when chronological age and country-specific school entrance age were controlled for. Educational implications of the findings emphasize regarding the heterogeneity in children's mathematical skill profiles and the potentially different effects of starting formal schooling across different profiles.

show abstract

Early effects of an early start: Evidence from lowering the school starting age in Poland

Cited by 17 publications

References 30 publications

The Correlation between the Age of Starting School and Academic Achievement

The Correlation between the Age of Starting School and Academic Achievement

Who wants to go to school? Lessons from reforming (back and forth) the school entry age in Poland

The effect of first school years on mathematical skill profiles

Contact Info

Product

Resources

About