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The effects of chronological age, gender, and delay of entry on academic achievement and retention: Implications for academic redshirting
Author(s) -
Cameron Mary Bridget,
Wilson Barry J.
Publication year - 1990
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 - 10.1002/1520-6807(199007)27:3<260::aid-pits2310270313>3.0.co;2-v
Subject(s) - psychology , academic achievement , grade retention , developmental psychology , cognition , neuroscience
School records for 313 students were reviewed to determine the effects of age of entry and gender on later academic achievement and grade retention. Twelve of these students were of legal age for school entry but were redshirted. Our findings indicated statistically significant but relatively small achievement differences between oldest and youngest children when cognitive ability scores were controlled. Redshirts, however, did not appear to gain any advantage in achievement as a result of delaying school entry.