Age vs academic performance

Educators and parents have been known to hold strong beliefs about academic practices that are
unsupported by research. The benefit of such academic practices may have been proven false or there
may be insufficient research or conflicting research in the field to substantiate them. One example is the
belief that academic success is strongly and positively related to a student‟s age at entrance to school or
compared to the age of classmates (Grissom, 2004; Lorne, 2001). Some parents “wonder whether they
should delay enrollment even when their child seems ready for kindergarten” (Oshima & Domaleski,
2006, p. 212), especially after reading newspaper articles or hearing stories heralding successes for
young children whose parents delayed their 2 entry into school (Graue & DiPerna, 2000). Numerous
studies regarding school entrance age and student success have been published, yet experts do not
agree on the extent to which student age affects student success, or if it produces a consistent affect at
all (Beattie, 1970; Ede, 2004; Gray, 1985; Griffin & Harvey, 1995; Grissom, 2004; Hedges, 1978; May,
Kundert, & Brent, 1995; Meisels, 1995; Quinlan, 1996). At the time of this study, Georgia‟s entrance age
policy for first grade required the student to be six years old on or before September first of that school
year (Georgia Department of Education, 2010e). However, states differ on school entrance age policies,
from the August first cut-off date used by Indiana, Hawaii, and Missouri, to the January first cut-off date
used by Connecticut and Vermont (Education Commission of the States, 2010). This disagreement
among various states and other education experts can lead to confusion for parents, teachers, and
education policy makers.

https://scholar.utc.edu/cgi/viewcontent.cgi?article=1085&context=theses
sex vs causes
These studies suggest that, even in the absence of clinically significant symptoms, mild depression or
dysphoric mood may be accompanied by subtle impairments in information processing, mood
regulation and interpersonal relationships that could interfere with academic performance. These types
of studies, generally cross-sectional and restricted to performance on experimental tasks, typically lack
detailed examination of actual academic performance. Such a perspective also demands attention to sex
differences for at least three reasons. First, there is evidence that female students may be more
susceptible than male students to the negative consequences of “fear of success” (or “fear of failure”;
see Leitenberg, 1990; Rothblum & Cole, 1988). Such motivational differences between the sexes could
lead to differences in academic performance and, more specifically, to female students
“underperforming” their male counterparts. Second, sex differences in the frequency and intensity of
depressed moods have been well documented, with women generally the more frequently depressed
sex (Nolen-Hoeksema, 2001). Dysphoric affect is a more salient emotional motivation for women than
for men. Third, women make up an increasingly large proportion of the undergraduate population
(Goldin et al, 2006).

https://files.eric.ed.gov/fulltext/EJ1136086.pdf
effects vs academic
Cutting of classes may have its effects towards the grades of the several students.
Cuttingof classes have its significant relationship with the students academic
performance. Failing gradesand poor academic performance may be the result cutting
of classes and it would be worst if it willnot be prevented. (oreover, this problem is one
of the most rampant issuein many school aroundthe -hilippines. -erhaps, because of
this, the researchers would li+e to examine the effects,reason, and interventions that is
incorporated with the cutting of classes.;he researchers want toconduct this research
because it is one of the most rampant problem in rgao )ational Aigh0chool.
https://www.academia.edu/35909857/
KEBS_docx_Research_paper_about_cutting_classes_RATIONALE_