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Year:: 2019
Contributor:: Jade M. Jenkins (author); C. Kevin Fortner (author)
Genre:: grey literature
Subject:: Redshirting; Relative Age; Kindergarten entry; achievement; Early childhood; Parents and communities; Program and policy effects

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Abstract:: We provide causal estimates of the effects of delayed kindergarten entry on achievement outcomes by exploiting a policy change in the birthdate enrollment cutoff in North Carolina that forced children born in a six-week window to redshirt. Using multiple peer group comparisons, we identify impacts on achievement and gifted or disability identifications in third through fifth grades. Delayed entry provides small benefits to students’ math and reading achievement, and reduced identification of a disability; these impacts operate through cohort position and age advantages, and not from hold-out year experiences. Redshirting differentially benefitted low-income students, but further disadvantaged non-white students.

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Use and Reproduction: In Copyright

Citation

Jade M. Jenkins, and C. Kevin Fortner, "Forced to Redshirt: Quasi-Experimental Impacts of Delayed Kindergarten Entry" (2019). EdWorkingPapers.com Archive. Brown Digital Repository. Brown University Library. https://repository.library.brown.edu/studio/item/bdr:956588/

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EdWorkingPapers.com Archive

The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …
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Forced to Redshirt: Quasi-Experimental Impacts of Delayed Kindergarten Entry