Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther Enright

Abstract

This mixed methods study examines the degree to which relative age impacts school performance and achievement for students in Scarborough Public Schools. The relative age effect refers to the impact differences in age among students in the same grade can have on performance in school. Students who turn five in the days just prior to the eligibility date for starting Kindergarten, October 15 in Maine, are nearly one year younger than those who are born in the days immediately after October 15. In addition, some parents choose to delay their child’s enrollment in Kindergarten for one year, a decision called redshirting, which enlarges the age range in a given grade beyond one year. The quantitative part of this study examines the impact of relative age with regard to student achievement, special education identification, high school enrollment in the most rigorous courses of study, and prevalence of redshirting among parents enrolling their child in Kindergarten. The qualitative part of the study attempts to understand parental decision-making around kindergarten readiness and whether or not a child’s age relative to their peers is a factor. This is done through an analysis of responses to a parent survey disseminated among all Scarborough parents with students in the K-2 primary schools. When comparing school performance as measured by MEA scaled scores and special education identification, no significant differences were found between the oldest and youngest students in a given grade. However, high school students enrolled in at least one Advanced Placement course were, on average, a full year older than their grade level classmates. With regard to the parent survey, a child’s age relative to their peers, even far into the future, is important to a parent’s decision-making around kindergarten readiness. Social and emotional adjustment were prioritized over academic readiness. Parents shared economic challenges to redshirting, citing the high cost of daycare and preschool. Findings from this study support the efficacy of keeping students together in classrooms of mixed ability. Educators and policy-makers would benefit from expanding this study to include student data from other school districts to determine if a similar relative age impact exists when students are streamed into the most academically rigorous courses in high school. There are greater opportunities for admission to selective colleges and universities as well as collegiate credits to be earned through completing Advanced Placement courses in high school. The relative age effect, an embedded advantage to the oldest students in a grade, impedes equitable opportunity for all students. The findings from this study confirm the impact of relative age at the high school level and on parental decisions regarding their children’s readiness for school.

Download

Share