- Title Information
- Title
- Forced to Redshirt: Quasi-Experimental Impacts of Delayed Kindergarten Entry
- Name
- Name Part
- Jade M. Jenkins
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- C. Kevin Fortner
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Subject
- Topic
- Redshirting
- Subject
- Topic
- Relative Age
- Subject
- Topic
- Kindergarten entry
- Subject
- Topic
- achievement
- Subject (edworkp)
- Topic
- Early childhood
- Subject (edworkp)
- Topic
- Parents and communities
- Subject (edworkp)
- Topic
- Program and policy effects
- Origin Information
- Date Created
- 2019
- Publisher
- Annenberg Institute for School Reform at Brown University
- 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.
- Language
- Language Term:
Code (ISO639-2B)
- eng
- Type of Resource
- text
- Genre (aat)
- grey literature
- Related Item:
series
- Title Information
- Title
- edworkingpapers.com
- Related Item
- Identifier:
DOI
- 10.26300/mb5s-p142
- Access Condition:
use and reproduction
(href="http://rightsstatements.org/vocab/InC/1.0/")
- In Copyright