Kindergarten Redshirting: Implications for Children with Disabilities

Michelle M. Sands, Lisa Monda-Amaya and Hedda Meadan
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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

Disabilities, 2021, vol. 1, issue 1, 1-17

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.

Keywords: kindergarten; redshirting; delayed entry; delayed school entry; disabilities (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2021
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