The Impact of School Entry Age on Disability and Giftedness Identification

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusivity in Early Childhood Education: Challenges and Opportunities (Table 12)

Abstract

This study investigates the impact of kindergarten entrance age on the identification of disabilities and giftedness among students, using data from the Early Childhood Longitudinal Study. By employing instrumental variables and state cutoff dates, we explore how entrance age influences these outcomes initially and over time. We aim to determine if older entrants have different likelihoods of being identified as having a disability or as gifted compared to younger entrants at kindergarten entry and throughout elementary school. Additionally, we analyze variations in these identification rates by gender, race/ethnicity, and socioeconomic status, providing insights into educational inequalities and informing policies on school entry age.

Authors

• Florence Bason, University of Florida

• Christopher Redding, University of Florida