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Kindergarten Redshirting: Implications for Children with Disabilities

Author

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  • Michelle M. Sands

    (Department of Special Education, University of Illinois at Urbana, Champaign, IL 61820, USA)

  • Lisa Monda-Amaya

    (Department of Special Education, University of Illinois at Urbana, Champaign, IL 61820, USA)

  • Hedda Meadan

    (Department of Special Education, University of Illinois at Urbana, Champaign, IL 61820, USA)

Abstract

The purpose of this paper is to explore issues and concerns related to academic redshirting in kindergarten and to discuss implications of this practice for children with disabilities. Although parents cite a variety of reasons for redshirting their child, only limited evidence of academic or social benefit can be found. A search was conducted to identify studies relevant to academic redshirting and inclusive of children with disabilities published within the past 20 years, and 17 articles were identified related to the topic. From these articles, three central topics emerged: (a) prevalence, predictors, or parent motivations for kindergarten redshirting, (b) the impact of redshirting on academic achievement and post-secondary outcomes, and (c) the impact of this practice on a child’s behavior. While assumptions can be made based on the research conducted using a general education population, the impact of kindergarten redshirting on the success of children with disabilities is unclear due to the limited amount of research that currently exists. Implications for children with disabilities are discussed.

Suggested Citation

  • Michelle M. Sands & Lisa Monda-Amaya & Hedda Meadan, 2021. "Kindergarten Redshirting: Implications for Children with Disabilities," Disabilities, MDPI, vol. 1(1), pages 1-17, February.
    • Handle: RePEc:gam:jdisab:v:1:y:2021:i:1:p:3-46:d:494373
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    References listed on IDEAS

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    1. David Deming & Susan Dynarski, 2008. "The Lengthening of Childhood," Journal of Economic Perspectives, American Economic Association, vol. 22(3), pages 71-92, Summer.
    2. Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 121(4), pages 1437-1472.
    3. Linda M. Raffaele Mendez & Eun Sook Kim & John Ferron & Bonnie Woods, 2015. "Altering School Progression Through Delayed Entry or Kindergarten Retention: Propensity Score Analysis of Long-Term Outcomes," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 186-203, April.
    4. Michael Gottfried & Vi-Nhuan Le & Ashlesha Datar, 2016. "English language learners and kindergarten entry age: Achievement and social-emotional effects," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(4), pages 424-435, July.
    5. Datar, Ashlesha, 2006. "Does delaying kindergarten entrance give children a head start?," Economics of Education Review, Elsevier, vol. 25(1), pages 43-62, February.
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