TY - JOUR
T1 - Redshirting and early retention
T2 - Who gets the "gift of time" and what are its outcomes?
AU - Graue, M. Elizabeth
AU - DiPerna, James
PY - 2000
Y1 - 2000
N2 - This paper describes the results of a study that examined the prevalence of the delay of kindergarten entry, also known as academic redshirting. Utilizing a representative sample of Wisconsin school districts, the authors examined the school records of more than 8,000 students to depict patterns of school entry, promotion, subsequent special services, and student achievement. Results indicate that approximately 7% of the sample had delayed school entry and that those children were primarily boys with birthdates immediately before the entrance cutoff. Redshirts and retainees are more likely to receive special education services than their peers who enter and are promoted on time. The achievement of redsbirts is comparable to their normally entered peers; whereas retainees perform at lower levels. Although the interpretations of these results depend on the perspective taken on extra-year interventions, they can be read in the context of other literature on extra-year interventions. We suggest next steps for the development of empirical knowledge on redshirting and for evaluating the efficacy of this practice. Given its lack of empirical efficacy, we do not support widespread use of this strategy for increasing readiness.
AB - This paper describes the results of a study that examined the prevalence of the delay of kindergarten entry, also known as academic redshirting. Utilizing a representative sample of Wisconsin school districts, the authors examined the school records of more than 8,000 students to depict patterns of school entry, promotion, subsequent special services, and student achievement. Results indicate that approximately 7% of the sample had delayed school entry and that those children were primarily boys with birthdates immediately before the entrance cutoff. Redshirts and retainees are more likely to receive special education services than their peers who enter and are promoted on time. The achievement of redsbirts is comparable to their normally entered peers; whereas retainees perform at lower levels. Although the interpretations of these results depend on the perspective taken on extra-year interventions, they can be read in the context of other literature on extra-year interventions. We suggest next steps for the development of empirical knowledge on redshirting and for evaluating the efficacy of this practice. Given its lack of empirical efficacy, we do not support widespread use of this strategy for increasing readiness.
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U2 - 10.3102/00028312037002509
DO - 10.3102/00028312037002509
M3 - Article
AN - SCOPUS:0034554142
SN - 0002-8312
VL - 37
SP - 509
EP - 534
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 2
ER -