A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE RELATIONSHIP BETWEEN INDIVIDUAL DIFFERENCES AT KINDERGARTEN AND ACADEMIC SUCCESS BY GRADE FIVE FOR PRE-FIRST GRADE ALUMNI
Kitty Ann Lugar, Ed. D.
March 1994

RETURN
edited 01/20/01

 


ABSTRACT

Five variables were explored as potential predictors of academic success for pre-first grade alumni. The study was initiated in an effort to provide a practical combination of factors for use in the decision-making process for pre-first candidates.

The following research question was addressed: Can a composite of demographic and academic information available at the end of kindergarten predict the success of a pre-first grade alumnus at the end of grade five?

child development theory as well as related research on retention, transition programs, and prediction of academic success served as foundations for the study. The sample consisted of 100 former pre-first grade students who had completed grade five in seven Pennsylvania school districts. Each student was categorized as successful or non-successful based upon standardized test scores, report card grades, referral for multidisciplinary evaluation, placement in special

education, and promotion. Gender, birth order, age at kindergarten entry, kindergarten report card grades and comments (rated by psychologists to assess degree of risk), and kindergarten attendance information served as predictor variables.

Using discriminant function analysis, it was determined that this combination of predictors accounted for only 8% of the variance between successful and non-successful groups of transition alumni. Students were correctly classified 57% of the time. Mean psychologists, ratings of report card data, however, were promising as predictors.

Forty-five percent of the sample were classified as successful at the end of grade five, however, 74% received one or more remedial services beyond the transition year. Commonly held beliefs regarding the importance of gender, birth order, and age as determinants of academic success were not validated by this research. Recommendations were made for accurate record keeping, ongoing research by school districts, a systematic, consistent selection process for pre-first

grade, staff development on retention and transition issues, developmental primary curricula, flexible, nontraditional pre- first classrooms, a continuum of needbased service options, and public pre-kindergarten programs.

TO TOP