Grade level age chart
Age Enrollment Chart-Grade Level Placement
It is recognized that students do their best work in school when they are placed in a grade with other students of the same chronological age. The following provides TUSD guidelines for placing students at the appropriate grade level. Please contact your neighborhood school if you have any questions regarding grade-level placement.
Placement Criteria Guidelines
- Verify student birth date and age provided at the time of initial enrollment.
- Use the grade-level placement guidelines in the table Age Enrollment Chart to identify the appropriate age-range for each grade level.
- Specific guidelines for TK, K, and 1st:
- Children born between September 2, and February 2 will be placed in the Transitional Kindergarten program. Parents do not have an option to petition for a Kindergarten placement.
- Minimum age requirement for Kinder: A child shall be admitted to a Kindergarten at the beginning of a school year, or at any later time in the same year if the child will have his or her fifth (5th) birthday on or before September 1st of that school year.
(EC Section 48000; Kindergarten Readiness Bill 1381)
- A child shall be admitted to the first (1st) grade of an elementary school during the first month of a school year if the child will have his or her sixth (6th) birthday on or before September 1st of that school year. (EC Section 48010)
- Specific guidelines for the Secondary Level:
- Any student who has reached their 15th birthday at the time of enrollment shall be referred to the high school.
- No student shall be permitted to begin a school year after they have reached their 19th birthday.
TUSD Age Enrollment Chart
2022-23
-Grade Level Placement Criteria-
Minimum age requirement for Kindergarten:
As a result of legislation passed in September 2010, students will be admitted into a Kindergarten program at the beginning of the 2022-23 year, or upon a move into the District, if they will have their fifth (5th) birthday on or before September 1, 2022.
| Birth Date Criteria | Grade Level |
|---|---|
| Born after 2/02/2018 | Eligible for preschool, Refer to Kinder Readiness |
| 9/02/17 - 02/02/18 | Transitional Kindergarten |
| 9/02/16 - 9/01/17 | Kindergarten |
| 9/02/15 - 9/01/16 | 1 |
| 9/02/14 - 9/01/15 | 2 |
| 9/02/13 - 9/01/14 | 3 |
| 10/02/12- 9/01/13 | 4 |
| 11/02/11 - 10/01/12 | 5 |
| 12/03/10 - 11/01/11 | 6 |
| 12/03/09 - 12/02/10 | 7 |
| 12/03/08- 12/02/09 | 8 |
| Follow age, transcript, and credits for high school grade placement. | |
| 12/03/07 - 12/02/08 | 9 |
| 12/03/06 - 12/02/07 | 10 |
| 12/03/05 - 12/02/06 | 11 |
| 12/03/04 - 12/02/05 | 12 |
School Age Calculator USA
Grade Level Year of Entry
| School Stage | Grade Level | Entry Year |
|---|
School Age and Grade Levels in the United States
The education system in the United States formally starts with elementary school where the first year is known as Kindergarten, followed by 1st Grade through to 6th Grade.
Elementary school is followed by High School which runs from 7th Grade to 12th Grade and is sometimes split into a Middle School from 6th Grade to 8th Grade followed by High School.
Most children commence kindergarten at the age of 5 or 6 years old, subject to local State requirements.
The school year starts in September and runs to end of June the following year, generally with 3 semesters or terms per year.
Pre School
Pre-school in the US, also known as pre-kindergarten or pre-k usually runs for 1-2 years when the child is 3 and 4 years old. Pre-kindergarten in the US is not part of the government education system and is not mandatory. Pre-school programs are administered by private companies, community groups or childcare providers.
Elementary School
While the requirements are different in each state most children commence elementary or primary school (sometimes called Grade or Grammar school) at 5 or 6 years old.
The first grade of elementary is called kindergarten, and while not compulsory in many states almost all children do go to Kindergarten. Kindergarten can be either a full day or part day program depending on the state or territory you are in.
Elementary is almost always co-educational with mixed boys and girls in the same class in the public schooling system.
In at least 40 states and districts, schools are required to offer a kindergarten program, however less than half of these are required to be a full day, with the majority only required to offer a part time kindergarten program. Of these, just 18 states actually make kindergarten attendance mandatory.
School Ages and Grade Levels
The table below outlines the child age for each school grade in the US.
At the start of Elementary school, students are 5 or 6 years old in Kindergarten. In 1st Grade students are 6 or 7 years old. And at the end of Elementary School in 5th Grade, students are 10 or 11 years old.
At the start of Middle School, students in 6th grade are 11 or 12 years old. Students start High School in 9th Grade in Freshman year at 13 or 14 years old.
How Old Are You in Each School Grade?
| School Stage | Grade Level | Student Age |
|---|---|---|
| Preschool | Pre-kindergarten | 4 - 5 years old |
| Elementary | Kindergarten | 5 - 6 years old |
| Elementary | 1st Grade | 6 - 7 years old |
| Elementary | 2nd Grade | 7 - 8 years old |
| Elementary | 3rd Grade | 8 - 9 years old |
| Elementary | 4th Grade | 9 - 10 years old |
| Elementary | 5th Grade | 10 - 11 years old |
| Middle School | 6th Grade | 11 - 12 years old |
| Middle School | 7th Grade | 12 - 13 years old |
| Middle School | 8th Grade | 13 - 14 years old |
| High School | 9th Grade (Freshman) | 14 - 15 years old |
| High School | 10th Grade (Sophomore) | 15 - 16 years old |
| High School | 11th Grade (Junior) | 16 - 17 years old |
| High School | 12th Grade (Senior) | 17 - 18 years old |
High School Graduation
Students in the USA will usually commence their final year, 12th Grade / Senior Year, at the age of 17 or 18 years old.
At the end of the school yea most students are 18 years of age. Use the tool above to calculate what year will your child graduate high school.
Kindergarten Age by State USA
California
Children in California can commence kindergarten if the child has turned 5 years old by the 1st of September in that year. Kindergarten is not mandatory in California however nearly all students will attend.
California also has Transitional Kindergarten which is a free public school program for 4-year-olds who turn 5 between 2nd of September and 2nd of December. It is an extra school grade that is designed to assist younger children and be a bridge between preschool and kindergarten.
Texas
Kindergarten in Texas commences if the child has turned 5 years old by the 1st of September. Kindergarten is not mandatory by law, however children must be enrolled in a school by the time they are 6 years old. Use the School Age Calculator Texas to determine starting year in kindergarten in Texas.
Florida
Kindergarten in Florida commences if the child has turned 5 years old by the 1st of September. Schools are required by law to offer at least a half day kindergarten program, however it is not mandatory for children to attend.
Children who are 6 or who will turn 6 by 1st Feb must be enrolled in school in that year. Use the school age calculator Florida to determine starting the year for kindergarten based on child’s age.
New York
New York does not have a standard state-wide cut-off age to attend school and entry requirements are set by local school boards. The most common age requirement set by schools is that children are 5 years old before the 1st of December to attend kindergarten in that September that year, however the 1st of August is also commonplace.
Kindergarten attendance is not mandatory in New York however children must be enrolled in school by the age of 6 years old. Use the school age calculator New York above to determine year of entry into school.
Pennsylvania
The minimum age at which a child can attend kindergarten in Pennsylvania is if the child has turned 4 years and 7 month old by the first day of school, commonly on the 1st of September each year.
Pennsylvania has recently changed its mandatory school age from 8 years old to 6, whereby any child who turn 6 years old before 1st of September must be enrolled in school that year.
Illinois
Kindergarten in Illinois commences if the child has turned 5 years old by the 1st of September. Kindergarten is not mandatory however children must be enrolled in school in a given year if they will turn 6 years old before the 1st of September. Use the calculator to determine school year based on date of birth for Illinois.
Ohio
Ohio does not have a standard state wide cut off age for entry into kindergarten and entry requirements are set by district school boards. Most commonly schools adopt one of two dates, if child is 5 years old by 1st of August or 30th September they will attend in that year.
Contact your local school to confirm the cut off age.
It is mandatory for children to attend kindergarten in Ohio. Use the school age calculator Ohio to determine the year of entry.
Georgia
Kindergarten in Georgia commences if the child has turned 5 years old by the 1st of August. Attendance at kindergarten is not mandatory by law however children must be enrolled in school in the year they turn 6 years old.
North Carolina
Kindergarten in North Carolina commences if the child has turned 5 years old by the 31st of August. Attendance at kindergarten is not mandatory by law however children must be enrolled in school in the year they turn 7 years old.
Michigan
Kindergarten in Michigan commences if the child has turned 5 years old by the 1st of September. Attendance at kindergarten is not mandatory by law however children must be enrolled in school if they turn 6 years old by the 1st of December in a given year.
The table below outlines the kindergarten age requirements for all states and territories in the United States.
| State / District | Kindergarten Age | Kindergarten Mandatory | Compulsory School Age |
|---|---|---|---|
| Alabama | 5 yrs old by 1 Sep | No | In year child turns 6 |
| Alaska | 5 yrs old by 1 Sep | No | In year child turns 7 |
| Arizona | 5 yrs old before 1 Sep | No | In year child turns 6 |
| Arkansas | 5 yrs old by 1 Aug | Yes | In year child turns 5 |
| California | 5 yrs old by 1 Sep | No | In year child turns 6 |
| Colorado | 5 yrs old by 1 Oct | No | If 6 by 1st Aug |
| Connecticut | 5 yrs old by 1 Jan | Yes | In year child turns 5 |
| Delaware | 5 yrs old by 31 Aug | Yes | If 5 by 31 Aug |
| District of Columbia | 5 yrs old by 30 Sep | Yes | If 5 by 30 Sep |
| Florida | 5 yrs old by 1 Sep | No | If 6 by 1st Feb |
| Georgia | 5 yrs old by 1 Sep | No | In year child turns 6 |
| Hawaii | 5 yrs old by 31 Jul | Yes | If 5 by 31 Jul |
| Idaho | 5 yrs old by 1 Sep | No | If 7 by first day of term |
| Illinois | 5 yrs old by 1 Sep | No | If 6 by 1 Sep |
| Indiana | 5 yrs old by 1 Aug | No | In year child turns 7 |
| Iowa | 5 yrs old by 15 Sep | No | If 6 by 15 Sep |
| Kansas | 5 yrs old by 31 Aug | No | In year child turns 7 |
| Kentucky | 5 yrs old by 1 Aug | No | If 6 by 1 Aug |
| Louisiana | 5 yrs old by 30 Sep | Yes | In year child turns 7 |
| Maine | 5 yrs old by 15 Oct | No | In year child turns 7 |
| Maryland | 5 yrs old by 1 Sep | Yes | In year child turns 5 |
| Massachusetts | 5 yrs old by 31 Aug | No | In year child turns 6 |
| Michigan | 5 yrs old by 1 Sep | No | If 6 by 1 Dec |
| Minnesota | 5 yrs old by 1 Sep | No | In year child turns 7 |
| Mississippi | 5 yrs old by 1 Sep | No | If 6 by 1 Sep |
| Missouri | 5 yrs old before 1 Aug | No | In year child turns 7 |
| Montana | 5 yrs old by 10 Sep | No | If 7 by first day of term |
| Nebraska | 5 yrs old by 31 Jul | No | If 6 by 1 Jan |
| Nevada | 5 yrs old by 30 Sep | Yes | In year child turns 7 |
| New Hampshire | 5 yrs old by 1 Sep | No | In year child turns 6 |
| New Jersey | 5 yrs old by 1 Oct | No | In year child turns 6 |
| New Mexico | 5 yrs old before 1 Sep | Yes | If 5 before 1 Sep |
| New York | 5 yrs old by 1 Dec | No | In year child turns 6 |
| North Carolina | 5 yrs old by 31 Aug | No | In year child turns 7 |
| North Dakota | 5 yrs old before 1 Aug | No | In year child turns 7 |
| Ohio | 5 yrs old by 1 Aug | Yes | In year child turns 6 |
| Oklahoma | 5 yrs old by 1 Sep | Yes | In year child turns 5 |
| Oregon | 5 yrs old by 1 Sep | No | In year child turns 6 |
| Pennsylvania | 4 yrs 7 mths by start of school | No | In year child turns 8 |
| Rhode Island | 5 yrs old by 1 Sep | Yes | If 6 by 1 Sep |
| South Carolina | 5 yrs old by 1 Sep | Yes | If 5 by 1 Sep |
| South Dakota | 5 yrs old by 1 Sep | Yes | In year child turns 6 |
| Tennessee | 5 yrs old by 15 Aug | Yes | In year child turns 6 |
| Texas | 5 yrs old by 1 Sep | No | In year child turns 6 |
| Utah | 5 yrs old before 2 Sep | No | In year child turns 6 |
| Vermont | 5 yrs old by 31 Aug | No | In year child turns 6 |
| Virginia | 5 yrs old by 30 Sep | Yes | If 5 by 30 Sep |
| Washington | 5 yrs old by 31 Aug | No | In year child turns 8 |
| West Virginia | 5 yrs old before 1 Sep | Yes | If 6 before 1 Sep |
| Wisconsin | 5 yrs old by 1 Sep | Yes | In year child turns 6 |
| Wyoming | 5 yrs old by 15 Sep | No | If 7 before 15 Sep |
The following states do not have a state-wide cut-off age for entry into kindergarten.
The age requirement is set by the Local Education Agency (LEA) or school board. The most common age for kindergarten entry in these states:
- Massachussetts: Commonly 5 years old by 31st Aug
- New Hampshire: Commonly 5 years old by 1st Sep
- New Jersey: LEA sets cut-off date, must be after after 1st Oct
- New York: Commonly 5 years old by 1st Dec
- Ohio: Either 1 Aug or 31 Sep subject to District
- Pennsylvania: Child must be 4 years 7 mths by starts of school on 1st Sep.
- Vermont: Commonly 5 years old by 31st Aug or 1st Jan
For the purposes of determining a school entry date, the ealiest of the above dates have been used. Please treat this as a guide only and confirm with your local school or education agency for exact entry requirements.
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Primary school age: what a teacher needs to consider
Each age stage is characterized by a special position of the child in the system of relations accepted in a given society. In accordance with this, the life of children of different ages is filled with specific content: special relationships with people around them and special activities that lead to a given stage of development. I would like to note that L.S. Vygotsky singled out the following types of leading activity in each age period: infants - direct emotional communication; early childhood - manipulative activity; preschoolers - play activities; junior schoolchildren - educational activities; adolescents are socially recognized and socially approved activities; high school students - educational and professional activities.
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Beginning Jr. school age is determined by the moment the child enters school. Elementary the period of school life on average occupies the age range from 6-7 to 10-11 years (grades 1-4). This period is associated with an increase in physical and mental stress, expansion social boundaries of the child and adaptation in society. The child evaluates differently himself and his abilities, is going through another crisis and learning to be independent and responsible person. In elementary school At the same age, children have significant reserves of development. nine0035
Physiological features of development in primary school age.
First of all, improves the functioning of the brain and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely degree of maturity. However, the most important, specifically human departments brain responsible for programming, regulation and control of complex forms of mental activity, children of this age have not yet completed their formation (the development of the frontal parts of the brain ends only by the age of 12).
nervous the system of junior schoolchildren is unstable. Excitation and inhibition of the nervous system is associated with its low mobility. The balance between nervous excitement and braking did not work. Hence, rapid fatigue, the impossibility of long perform monotonous work, younger students are quickly distracted, do not know how to quickly switch from one activity to another. Haste is also noted in actions, inaccuracy, inaccuracy. nine0035
Development and ossification limbs, spine and pelvic bones are in a state of high intensity. Under adverse conditions, these processes can proceed with large anomalies. Harmful influences, in particular, may cause physical overload (for example, prolonged writing, tedious physical work). Improper seating at the desk during activities can lead to curvature of the spine, the formation of a sunken chest and etc. Children's bones and skeletal muscles contain a lot of organic matter and water, but few minerals. During this period, there is an active change of milk teeth, about twenty milk teeth, including molars.
Easy extensibility of the musculoskeletal system provides the child with a well-defined flexibility, but cannot create a strong "muscular corset" to maintain the normal arrangement of the bones. AT as a result, deformations of the skeleton, the development of asymmetry of the body and limbs, the occurrence of flat feet. This requires special attention to organization of the normal posture of children and the use of physical activity. Essential changes are noted in all organs and tissues of the body, the formation of spine. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, since the skeletal system has not formed phalanges of fingers. The role of adults is to pay attention to these important aspects of development and help the child take care of himself your health. nine0035
Intensive development of neuropsychic activity, high excitability of younger schoolchildren, their mobility and acute response to external influences are accompanied by rapid fatigue, which requires careful attitude to their psyche, skillful switching from one type of activity to another.
At primary school age, unevenness is noted psychophysiological development in different children. There are also differences in growth rates of boys and girls: girls continue to outpace boys. Pointing to this, some scholars come to the conclusion that, in fact, in the younger classes “children of different ages sit at the same desk: on average, boys younger than girls by a year and a half, although this difference is not in the calendar age. nine0035
An essential physical feature of younger students is enhanced muscle growth, increase in muscle mass and a significant increase in muscle strength . Increased muscle strength and general development of the motor apparatus due to the greater mobility of younger students, their desire for running, jumping, climbing and the inability to stay in one and the same place for a long time the same pose. FROM age 5-7 years to 10-11 years the length of the limbs increases rapidly, exceeding the growth rate of the body.
Weight gain lags behind the rate of increase body length. nine0049
Psychological features of development at primary school age.
throughout the junior school age there are significant changes not only in the physical development, but also in the mental development of the child: qualitatively transformed cognitive sphere, a personality is formed, a complex system is formed relationships with peers and adults . Transition to systematic learning places high demands on mental the working capacity of children, which is still unstable among younger schoolchildren, fatigue resistance is low. And although over the years these parameters increase, in general, the productivity and quality of work of younger students about half that of high school students. nine0035
Junior Lead school age becomes learning activities . She defines the most important changes taking place in the development of the psyche of children at a given age stage.
As part of this activity, psychological neoplasms are formed, characterizing the most significant achievements in the development of primary school students and which are the foundation for development at the next age stage.
Junior school age is a period of intensive development and quality transformation of cognitive processes : they begin to acquire mediated character and become conscious and arbitrary.
Child gradually masters his mental processes, learns to manage perception, attention, memory. First grader in terms of mental development remains a preschooler. It retains the features of thinking, inherent in preschool age. dominant function at primary school age to become thinking . intensively thought processes themselves develop and rebuild. From intellect depends on the development of other mental functions. Ends transition from visual-figurative to verbal-logical thinking . The child has logical reasoning.
School education is structured in such a way that verbal-logical thinking receives predominant development. If in the first two years of training, children work a lot with visual samples, then in the following classes, the volume of this kind of classes is reduced. Figurative thinking is everything less and less turns out to be necessary in learning activities. nine0035
At the end primary school age (and later), individual differences appear: among children, psychologists single out groups of "theorists" or "thinkers" who easily solve learning problems verbally, "practitioners" who need reliance on visibility and practical actions, and "artists" with vivid imaginative thinking. Most children there is a relative balance between different types of thinking .
Perception junior schoolchildren are not sufficiently differentiated. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6).
In the process of studying restructuring perception takes place, it rises to a higher level development, takes on the character of purposeful and controlled activity. AT learning process perception deepens, becomes more analyzing, differentiating, takes on the character of organized observation. nine0035
Precisely in junior school age develops attention Without the formation of this mental function, the learning process is impossible. In class, the teacher encourages the attention of students to the educational material, keeps it for a long time. A younger student can focus on one thing for 10-20 minutes. Some age features are inherent in attention of primary school students. The main one is the weakness of voluntary attention. Possibilities of strong-willed regulation of attention, management of it at the beginning of primary school age limited. Significantly better in primary school age developed involuntary attention.
Everything is new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part. sanguine mobile, restless, talking, but his answers in the lessons indicate that it works with a class. Phlegmatic and melancholic are passive, lethargic, seem careless. But in fact they are focused on what they are learning. subject, as evidenced by their responses to the teacher's questions. Some children inattentive. The reasons for this are different: for some - laziness of thought, for others - lack of a serious attitude to study, in the third - increased excitability central nervous system, etc.
Memory and memorization. Primary schoolchildren initially remember not what is most significant from the point of view of educational tasks, and what produced on them the greatest impression: what is interesting, emotionally colored, unexpected or new. Younger students have a good mechanical memory. Many of they are mechanically memorized throughout the entire education in elementary school study tests, which leads to significant difficulties in the middle classes when material becomes more complex and larger in volume.
Often among schoolchildren there are children who need only once to memorize the material read a section of the textbook or listen carefully to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, it is easy to reproduce. There are also children who quickly memorize educational material, but just as quickly they forget what they have learned. Usually on the second or third day they are already poorly reproduce the learned material. In such children, first of all, it is necessary to form an installation for long-term memorization, to teach to control oneself. The most difficult case is slow memorization and quick forgetting of educational material. These children must be patiently taught the techniques of rational memorization. Sometimes poor memory is associated with overwork, so it is necessary special mode, reasonable dosage of training sessions. very often bad memorization results do not depend on a low level of memory, but on poor attention.
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Communication . Usually the needs of younger schoolchildren in communication, especially those who were not brought up in kindergarten garden, are originally personal orientation. A first grader, for example, often complains to the teacher about his neighbors, allegedly preventing him from listening or writing, that indicates his preoccupation with personal success in learning. In first grade interaction with classmates through teachers (me and my teacher). 3-4 class - the stage of formation of the children's team (we and our teacher). There are likes and dislikes. Manifest requirements for personal qualities. A children's team is formed. The more the reference class, the more the child depends on how he is evaluated peers. In the third - fourth grade, a sharp turn from the interests of an adult, to the interests of peers (secrets, headquarters, ciphers, etc.). nine0035
Emotional development in childhood school age.
The instability of behavior , depending on the emotional the state of the child, complicates both the relationship with the teacher and the collective children's work in the classroom. In the emotional life of children of this age changes, first of all, the content side of experiences . If the preschooler is pleased that they play with him, share toys, etc., then the younger the schoolchild is mainly concerned with what is connected with teaching, the school, the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arose in the student as often as possible, this reinforces the student's positive attitude towards learning. Along with the emotion of joy, of no small importance in the development of the personality of the younger schoolchild have emotions of fear. Often, out of fear of punishment, children say lie. If this is repeated, then cowardice and deceit are formed.
Generally, the experiences of a younger student are sometimes very violent. nine0035
Junior at school age, the foundation is laid moral behavior , occurs assimilation of moral norms and rules of conduct , social personality orientation .
Character junior schoolchildren differs in some features. First of all, they are impulsive act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, on random occasions. The reason is the need for active external discharge with age-related weakness. volitional regulation of behavior. nine0035
Age a special feature is general insufficiency of will : junior student more does not have much experience of a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up on failure, lose faith in their strengths and impossibilities. Often there is capriciousness, stubbornness.
Plain their cause is the shortcomings of family education. The child is accustomed to the fact that everything his desires and demands were satisfied, he did not see refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against those the firm demands that the school makes of him, against the need sacrifice what you want for the sake of what you need. nine0035
Younger students are very emotional . Emotionality affects, firstly, that their mental activity usually tinged with emotion. Everything that children watch, what they think, what they do, makes them feel emotionally charged. Second, younger students they do not know how to restrain their feelings, to control their external manifestation. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, tendency to affects, short-term and violent manifestations of joy, grief, anger, fear. More and more over the years develops the ability to regulate their feelings, to restrain their unwanted manifestations.
