Kindergarten: The Case for Academic Redshirting, Analysis of Costs and Benefits

• In Event: Ethical Dilemmas in Teaching Practice: Considerations for Teacher Education

Abstract

Purpose
The purpose of this discussion is to provide a conceptual analysis of a case study dilemma that considers varying perspectives on the influence that academic “redshirting” of kindergarten students have on various stakeholders.
Perspective
Recent estimates indicate that 3-7% of students delay kindergarten entry in the United States, which is called “academic redshirting” (Greenburg & Winsler, 2000). Parents cite concerns such as school readiness and the increased emphasis on academics and accountability standards as reasons for redshirting (Graue, 2009). Although some experts have suggested that redshirting gives children the “gift of time” (Graue & DiPerna, 2000), others have suggested that redshirting may do more harm than good (Schanzenbach & Larson, 2017). This conceptual analysis considers the benefits and potential drawbacks of delaying kindergarten entry.
Dilemma
Should Kindergarten students be redshirted? Alexander is a five-year-old boy whose birthday is September 5. Although he meets the age cutoff in his state for kindergarten entry, he is small for his age, and his parents describe him as socially immature. He has high anxiety and has difficulty socializing with other children. Although he is academically ready because he is reading at a first grade level, and he demonstrates basic numeracy skills. However, hiis parents worry about his socioemotional regulation abilities and believe it would be best for him to remain in preschool for another year.
Possible Points of View
After presenting background research on academic redshirting and this dilemma, we will consider the points of view coming from the principal, teacher, students, families, and policy makers. In each case, we recognize both positive and negative consequences of academic redshirting.
Scholarly Significance
Recent findings suggest that proportionally, more students who delayed kindergarten entry were placed into special education classrooms when they started kindergarten (Fortner & Jenkins, 2017). Additionally, there are economic differences among those parents who choose to delay kindergarten entry and those who do not (Derning & Dynarski, 2008). One solution includes earlier screening for developmental delays and disabilities. Earlier screening would enable intervention services to begin prior to school entry for children with disabilities. Studies suggest that if children with disabilities are more likely to delay kindergarten entry, this may limit access to early intervention services and thereby increase the achievement gap between children with and without disabilities (Fortner & Jenkins, 2018). Another solution includes providing more training for pre-service and in-service early childhood educators on the importance of socioemotional development and strategies for promoting mindfulness and self-regulation. Executive function skills such as cognitive flexibility, working memory, and impulse control are essential for goal-directed problem solving skills and classroom learning, and they are important for kindergarten readiness (Zelazo, Blair, & Willoughby, 2017).

Author

• Kathryn Bojczyk, The Catholic University of America