Re: Redshirting

[Guest guest]

Many states are changing the cut-off age for kindergarten....ours will be in effect in 2010...too late for us to take advantage of it....dd with AS will be 5 next September...was preemie so...shouldn't really be five until next November, which would be past the cut off for kindergarten....we are already confused as to what we will do....

( ) Redshirting

So I had some fun looking up stuff on redshirting on google scholar this afternoon. I thought I'd present another point of view.

By the way, Kaye, I agree with you that twice exceptional kids aren't served by simply putting them in school early, or a grade ahead. Or even in a GATE class, really. Montessori was wonderful for my son because it was individualized. If he could have done that forever, it would have been great. My dd, who is highly gifted (minus the special needs) was bored out of her gourd in GATE classes. Things got better in high school with AP classes and Academic Team. That's a school team that matches wits with another school team in a Jeopardy-like competition. Her first year, her team won the county championship.

Here is a sampling of what I found on redshirting:

"...waiting an extra year may make students more likely to drop out of school thus reducing life time earnings." (from Jane Lincove and Painter, "Does the Age that Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes"

"Today’s schools also provide other valuable services – such as nutrition, psychological

counseling, and remediation for learning disabilities – that can provide bigger benefits if

interventions occur at an early age (Karweit 1988; May, Kundert, Nickoloff, Welch, Garrett &

Brent 1994; May & Kundert 1997). Particularly if a child is in need of these services, school

attendance may improve learning in the long-run." (Lincove and Painter)

WHAT WE KNOW ABOUT HOLDING CHILDREN OUT (from "Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry" by Hermine H. Marshall, Ph.D. Beyond the Journal: Young Children on the Web

1. Some families delay their child's kindergarten entry because of maturity concerns. Often these concerns are influenced by the culture of the school or community.

2. On average, delaying kindergarten entry has no long-term effect on academic achievement. By about third grade, any early differences disappear. However, the combination of youngness and low ability may have neggative consequences for achievement.

3. Holding children out deprives them of instruction that, regardless of age, promotes learning of many skills.

4. Holding children out does not result in any social advantage. There are no differences in peer acceptance or self-concept. On the contrary, some children who are redshirted worry that they have failed and develop poor attitudes toward school. They are more likely later to have behavior problems and to drop out.

5. Children who have been held out are more likely to receive special education services later. Enrolling children when they are eligible may lead to their receiving help earlier.

6. In developmentally appropriate kindergartens, children's age or maturity should make no difference. In kindergartens that are pressure-cookers influenced by the demands of achievement-oriented teachers, families may have greater cause for concern.

CONCLUSION

Families concerned about their child's maturity and whether to enroll their child in kindergarten when he or she is eligible have often been advised to give the child the gift of time. Research does not support this practice. In f act, delaying kindergarten entry often has negative effects. Families need to consider that by holding their child out, they may in fact be depriving the child of important opportunities for learning--what Graue and DiPerna (2000) refer to as theft of opportunity.

[Guest guest]

Hi, My son who is an aspie and 16 now started kindergarten at age 6 (his birthday is in August). We are so glad that we waited that extra year. He was just not ready. Thanks to some great pre-school teachers who noticed and let us know. Also, the kindergarten teacher new of our concerns and asked if we would put him in for a day and she would observe him and give us her opinion (which was wait 1 more year). We think it was much better for him. Sharon C <justformom@...> wrote: Many states are changing the cut-off age for kindergarten....ours will be in effect in 2010...too late for us to take advantage of it....dd with AS will be 5 next September...was preemie so...shouldn't really be five until next November, which would be past the cut off for kindergarten....we are already confused as to what we will do.... ( ) Redshirting So I had some fun looking up stuff on redshirting on google scholar this afternoon. I thought I'd present another point of view. By the way, Kaye, I agree with you that twice exceptional kids aren't served by simply putting them in school early, or a grade ahead. Or even in a GATE class, really. Montessori was wonderful for my son because it was individualized. If he

could have done that forever, it would have been great. My dd, who is highly gifted (minus the special needs) was bored out of her gourd in GATE classes. Things got better in high school with AP classes and Academic Team. That's a school team that matches wits with another school team in a Jeopardy-like competition. Her first year, her team won the county championship. Here is a sampling of what I found on redshirting: "...waiting an extra year may make students more likely to drop out of school thus reducing life time earnings." (from Jane Lincove and Painter, "Does the Age that Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes" "Today’s schools also provide other valuable services – such as nutrition, psychological counseling, and remediation for learning disabilities – that can provide bigger benefits if interventions occur at an early age (Karweit 1988; May, Kundert, Nickoloff, Welch, Garrett & Brent 1994; May & Kundert 1997). Particularly if a child is in need of these services, school attendance may improve learning in the long-run." (Lincove and Painter) WHAT WE KNOW ABOUT HOLDING CHILDREN OUT (from "Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry" by Hermine H. Marshall, Ph.D. Beyond the Journal: Young Children on the

Web 1. Some families delay their child's kindergarten entry because of maturity concerns. Often these concerns are influenced by the culture of the school or community. 2. On average, delaying kindergarten entry has no long-term effect on academic achievement. By about third grade, any early differences disappear. However, the combination of youngness and low ability may have neggative consequences for achievement. 3. Holding children out deprives them of instruction that, regardless of age, promotes learning of many skills. 4. Holding children out does not result in any social advantage. There are no differences in peer acceptance or self-concept. On the contrary, some children who are redshirted worry that they have failed and develop poor attitudes toward school. They are more likely later to have behavior problems and to drop out. 5. Children who have been held out are more likely to receive special education services later. Enrolling children when they are eligible may lead to their receiving help earlier. 6. In developmentally appropriate kindergartens, children's age or maturity should make no difference. In kindergartens that are pressure-cookers influenced by the demands of achievement-oriented teachers, families may have greater cause for concern. CONCLUSION Families concerned about their child's maturity and whether to enroll their child in kindergarten when he or she is eligible have often been advised to give the child the gift of time. Research does not support this practice. In f act, delaying kindergarten entry often has negative

effects. Families need to consider that by holding their child out, they may in fact be depriving the child of important opportunities for learning--what Graue and DiPerna (2000) refer to as theft of opportunity.

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[Guest guest]

I don't know. My daughter started Kindergarten on time and even though eventually I pulled her out due to her behavior and the school's punishment.....she was bored to death!! I can't imagine putting her in Kindergarten a year later. She was already bored last year! Homeschooling we did 1st grade material instead of Kindergarten and she excelled. Truth be told, there are some things we are working on at a much higher level than that! I really think that if they had put her in 1st grade (skipped Kindergarten) she would have done much better with her behavior as she would have been challenged and not bored. Who wants to learn the alphabet when they are already reading? I couldn't believe they were just learning letter sounds and not giving my daughter higher level work. I suggested this to the school but they were more concerned with her behavior than teaching her. sharon mitchell <smitch458@...> wrote: Hi, My son who is an aspie and 16 now started kindergarten at age 6 (his birthday is in August). We are so glad that we waited that extra year. He was just not ready. Thanks to some great pre-school teachers who noticed and let us know. Also, the kindergarten teacher new of our concerns and asked if we would put him in for a day and she would observe him and give us her opinion (which was wait 1 more year). We think it was much better for him. Sharon C

<justformombellsouth (DOT) net> wrote: Many states are changing the cut-off age for kindergarten....ours will be in effect in 2010...too late for us to take advantage of it....dd with AS will be 5 next September...was preemie so...shouldn't really be five until next November, which would be past the cut off for kindergarten....we are already confused as to what we will do.... ( ) Redshirting So I had some fun looking up stuff on redshirting on google scholar this afternoon. I thought I'd present another point of view. By the way, Kaye, I agree with you that twice exceptional kids aren't served by simply putting them in school

early, or a grade ahead. Or even in a GATE class, really. Montessori was wonderful for my son because it was individualized. If he could have done that forever, it would have been great. My dd, who is highly gifted (minus the special needs) was bored out of her gourd in GATE classes. Things got better in high school with AP classes and Academic Team. That's a school team that matches wits with another school team in a Jeopardy-like competition. Her first year, her team won the county championship. Here is a sampling of what I found on redshirting: "...waiting an extra year may make students more likely to drop out of school thus reducing life time earnings." (from Jane Lincove and Painter, "Does the Age that Children Start Kindergarten Matter? Evidence

of Long-Term Educational and Social Outcomes" "Today’s schools also provide other valuable services – such as nutrition, psychological counseling, and remediation for learning disabilities – that can provide bigger benefits if interventions occur at an early age (Karweit 1988; May, Kundert, Nickoloff, Welch, Garrett & Brent 1994; May & Kundert 1997). Particularly if a child is in need of these services, school attendance may improve learning in the long-run." (Lincove and Painter) WHAT WE KNOW ABOUT HOLDING CHILDREN OUT (from "Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry" by Hermine H. Marshall,

Ph.D. Beyond the Journal: Young Children on the Web 1. Some families delay their child's kindergarten entry because of maturity concerns. Often these concerns are influenced by the culture of the school or community. 2. On average, delaying kindergarten entry has no long-term effect on academic achievement. By about third grade, any early differences disappear. However, the combination of youngness and low ability may have neggative consequences for

achievement. 3. Holding children out deprives them of instruction that, regardless of age, promotes learning of many skills. 4. Holding children out does not result in any social advantage. There are no differences in peer acceptance or self-concept. On the contrary, some children who are redshirted worry that they have failed and develop poor attitudes toward school. They are more likely later

to have behavior problems and to drop out. 5. Children who have been held out are more likely to receive special education services later. Enrolling children when they are eligible may lead to their receiving help earlier. 6. In developmentally appropriate kindergartens, children's age or maturity should make no difference. In kindergartens that are pressure-cookers influenced by the demands of achievement-oriented teachers, families may have greater cause for concern. CONCLUSION Families concerned about their child's maturity and whether to enroll their child in kindergarten when he or she is eligible have often been advised to give the child the gift of time.

Research does not support this practice. In f act, delaying kindergarten entry often has negative effects. Families need to consider that by holding their child out, they may in fact be depriving the child of important opportunities for learning--what Graue and DiPerna (2000) refer to as theft of opportunity. Choose the right car based on your needs. Check out Autos new Car Finder tool.

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