To Redshirt or Not?

Redshirting is controversial. In a recent TV interview (click image on the right to watch it) we discussed the key aspects that make it so sticky.

A term once reserved for college athletes, it describes the growing trend of holding back a child from entering Kindergarten at age 5 and instead delaying entry till age 6. Education pundits trace its birth as being coincidental to increased testing in elementary years. As the “stakes” in elementary years grew, parents of children born in late spring and summer started to wonder if their dear darling would rise to the academic pressures. As states across the country pulled back their Kindergarten entry cut-off dates, parents found only more evidence for holding a child back.

Today, one-in-four Kindergartners is 6 years old. Boys are twice as likely to be held back as compared to girls. The most striking and controversy fueling data point is that affluent families hold their children back more than poorer families.

The long term advantages of redshirting are
disputed by experts. One body of research shows based on test scores, that the
academic and social advantage gained by redshirting lasts as far out as 8th
grade. Older students are more likely to go to college. Other experts argue
that each child learns at his own pace so redshirting can offer no long term
advantages. They cite research that shows how older children tend to get bored
in class and exhibit behavior problems. There is a higher dropout rate amongst
older students.

The verdict is out on this scientific
research. There is however an undeniable moral consequence of redshirting. Any
advantage to be earned by redshirting is for economically well-off families who
can afford to hold their back another year from entering school. Poorer
families cannot afford to hold their children back. It
widens the inequality already experienced by poorer families.

So, what is the parent of a May-June-July-August-born child to do? Like much other advice in education, here’s one that tolls the same bell — Look to your child. Is there something about the child’s development — emotional, high anxiety, behaviorial — that demands you reconsider entry at age 5? There needs to be something about the child that screams for being held back for you to consider it as a serious option. Strategic planning for an unknown future might not be the best reason to hold a child back. Here are some questions you can ask yourself about your child.

Is my child …

• Emotionally ready? How does s/he engage peers? Lead and follow? Take turns? Make friends? Connect with new adults? Is able to stay away from home for several hours?

• Ready for structure? School brings with it structures, routines, transitions. Has the child had some experience in a school-like setting, navigating routines, managing transitions? What can you do to support your child in this regard?

• Looking forward to Kindergarten? Imagine you hold your child back and most of her/his friends go on to Kindergarten. What will your darling come to believe about her ability to engage school in that case?

Academic readiness is not on the list of considerations even though it is a key reason why parents tend to hold a child back. The majority of Kindergarten teachers expect children to arrive at varying levels of learning readiness and knowledge. More important than acquired knowledge and skills is the ability to engage school, to make friends, to find real joy and pride in taking on the next stage in learning. A strong social and emotional readiness for Kindergarten paves the way for cognitive and academic learning.