This quantitative study examined the effect of a student's entry point into a school district and his/her performance on the New York State English Language Arts and Integrated Algebras Regents Exams. The subjects of this study were students assigned to the 2010 and 2011 cohorts from one Long Island school district. Three entry points were examined: kindergarten, Grades 1-6 and Grades 7-12. Gender, ethnicity, and socioeconomic status were integrated as covariates. The results of two three-way analyses of covariance (ANCOVA) revealed students performed significantly higher on the Regents Exams the earlier they entered into the school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]