The current practice of having children begin school within a
twelve-month cohort is unfair but can be ameliorated by
incorporating a dual-entry system. Such a reform effort will
dramatically reduce failure, improve student achievement at all
levels, while reducing expenditures. Many students are penalized
from maximizing their academic potential simply by being born at
the wrong time of the year. Not only is there a significant decline
in achievement for students born in the second half of the year but
they also experience higher rates of failure which negatively
impacts self-esteem and reduces future success. Meanwhile, more
capable students experience unfairness because of the school's
extraordinary effort at helping their failing students. With so
much focus on the weak, many strong students are held back from
achieving their potential. Parents agonize over when to begin their
child's formal education but lack data for making informed
decisions. Educators understand the issue intuitively but decision
makers lack data for justifying reform. These informational needs
are now available.
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