Although a definitive answer is dependent upon the specific child and their individual needs, research has shown that there is no cognitive benefit to giving a child an extra year before entering Kindergarten, otherwise known as academic redshirting. During this time in a child’s developmental process, they benefit most by being in an environment that encourages creativity, play, social interaction, and fundamental academic skills. While redshirting has no proven cognitive benefit, many parents still do it. But why? A parent’s decision to redshirt their child(ren) can be dependent on numerous factors including young for their grade, not emotionally ready, not academically prepared, being small for their age and feelings of their school experience or another child’s experience. Interestingly enough, Bassok and Reardon, have found that their parent’s decision is driven more by their child’s age and physical development in comparison to other children in the classroom, rather than by their cognitive or behavioral development. In addition, research has shown, the choice to redshirt a child varies across gender, race and socioeconomic status.
The effects of redshirting a child can at first appear to be positive. A child who has been given an extra year to enter kindergarten, has had 17-20% more time to mature physically, grow emotionally and socially and been allowed more time to experience new things. At this early time in a child’s life, this can be viewed as a huge benefit. However, by the 9th grade, that percentage has diminished to 7%. Younger children can learn from older peers. Numerous studies have shown that students who have older classmates may have elevated reading and math achievement, but these same students, if redshirted, lose the opportunity of receiving an early diagnosis of a learning disability or medical diagnosis of ADD/ADHD. Professors Graue and Diperna found that redshirted students, compared to on-time students, had a higher probability of being placed in a special education program. This could be due to multiple factors including, but not limited to demotivation or a lack of stimulation within the classroom.
However, redshirting has become more common with children who have been diagnosed with a medical condition such as ADD/ADHD, speech and language delays or children born with low birth weight or other maturational delays. One might assume “giving them time” to grow and mature will be a benefit to the child, but the research findings presented in Contemporary Educational Psychology (2015), students with learning disabilities or challenging behaviors benefit most by being in school as soon as possible. Educational Psychologists Barnard-Brak and Albright, found that for those who were already diagnosed with learning disabilities, redshirting does not appear to be especially beneficial. Entering school on time allows children to receive the benefits that the school resources can provide, whether it be through a 504, an Individualized Education Plan (IEP), or other supportive interventions.
Other research suggests that a parent’s choice to allow their child an extra year can have negative effects on other children in the class. Professors Graue and DiPerna point out that when the range of students is widened by some having more advanced levels of knowledge, teaching can be more challenging. They must accommodate for a wider range of skills and maturity. Educators often replace basic kindergarten concepts with more advanced curriculum. This will quickly create an inequity within the classroom. It may also lead to increased pressure for other parents to redshirt, due to concerns their child may not be ready to work at the pace or be able to reach the increased demands of kindergarten and thus a vicious cycle emerges. One 2008 article, published in the journal of Economic Perspectives has shown the negative effects of redshirting on low SES students due to kindergarten being referred to as “the new first grade”. Children develop at different rates; and as Elkind (2001) argued, when children are pushed to achieve beyond their developmental abilities, they may experience school failure or behavioral symptoms. Therefore, teachers and school administrators should partner with parents to decide when a child will begin school based on individual social, emotional, and academic needs.
There is research to show that older children may be more prepared to enter kindergarten, but there is also contradicting research to show that there are no longterm positive effects from redshirting young children cognitively. Deming and Dynarski’s research shows in the early grades there is a strong, positive relationship between a child's age in months and his performance relative to his peers. But there is little evidence that being older than your classmates has any long-term, positive effect on adult outcomes such as IQ, earnings, or educational attainment. By contrast, there is substantial evidence that entering school later reduces educational attainment (by increasing high school dropout rates) and depresses lifetime earnings (by delaying entry into the labor market). Overall, redshirting kindergarteners does not increase a child’s cognitive ability.
About the author: Faith Whitfield teaches middle-school math at Heritage Grove Middle School in Plainfield District 202 and is a CISLL affiliate.
References
Barnard-Brak, Lucy & Stevens, Tara & Albright, Evan. (2015). Academic red-shirting and academic achievement among students with ADHD. Contemporary Educational Psychology. 50. 10.1016/j.cedpsych.2015.10.001.
Bassok, D., & Reardon, S. F. (2013). “Academic Redshirting” in Kindergarten: Prevalence, Patterns, and Implications. Educational Evaluation and Policy Analysis, 35(3), 283–297. https://doi.org/10.3102/0162373713482764
Deming, D., & Dynarski, S. (2008). The lengthening of childhood. Journal of Economic Perspectives, 22, 71–92. doi:10.1257/ jep.22.3.71
Elkind, D. (2001). The hurried child: Growing up too fast too soon. Cambridge, MA: Da Capo.
Elder, T. E., & Lubotsky, D. H. (2009). Kindergarten entrance age and children’s achievement: Impacts of state policies, family background, and peers. The Journal of Human Resources, 44(3), 641-683.
Frey, N. (2005). Retention, social promotion, and academic redshirting. Remedial and Special Education. 26(6), 332-346.
Graue, M. E., & DiPerna, J. (2000). Redshirting and early retention: Who gets the “gift of time” and what are its outcomes? American Educational Research Journal, 37(2), 509- 534
Lincove, J. A., & Painter, G. (2006). Does the age that children start kindergarten matter? Evidence of long-term educational and social outcomes. Educational Evaluation and Policy Analysis, 28(2), 153-179.
Sands MM, Monda-Amaya L, Meadan H. Kindergarten Redshirting: Implications for Children with Disabilities. Disabilities. 2021; 1(1):30-46. https://doi.org/10.3390/disabilities1010003
