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Longitudinal outcome effects of non‐at‐risk and at‐risk transition first‐grade samples: A follow‐up study and further analysis
Author(s) -
Ferguson Phil,
Streib Mary Mueller
Publication year - 1996
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199601)33:1<38::aid-pits5>3.0.co;2-s
Subject(s) - psychology , academic achievement , correlation , grade retention , test (biology) , standardized test , developmental psychology , clinical psychology , mathematics education , paleontology , geometry , mathematics , biology
Fourth‐grade follow‐up achievement outcome data of placed and nonplaced transition extra‐year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second‐grade findings. New analysis of correlation data indicates that within‐sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non‐at‐risk students nonretained or recommended for retention. This age‐achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at‐risk students (students retained in a transition extra‐year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc.