When Should a Kid Start Kindergarten?, Elizabeth Weil asks:
According to the apple-or-coin test, used in the Middle Ages, children should start school when they are mature enough for the delayed gratification and abstract reasoning involved in choosing money over fruit. In 15th- and 16th-century Germany, parents were told to send their children to school when the children started to act “rational.” And in contemporary America, children are deemed eligible to enter kindergarten according to an arbitrary date on the calendar known as the birthday cutoff — that is, when the state, or in some instances the school district, determines they are old enough. The birthday cutoffs span six months, from Indiana, where a child must turn 5 by July 1 of the year he enters kindergarten, to Connecticut, where he must turn 5 by Jan. 1 of his kindergarten year. Children can start school a year late, but in general they cannot start a year early.
More and more children are being redshirted — held back a year — so they’ll excel, and schools, which are increasingly judged by test scores, keep pushing the birthday cutoffs to get older — and better-scoring — students:
In response to this testing, kindergartens across the country have become more demanding: if kids must be performing on standardized tests in third grade, then they must be prepping for those tests in second and first grades, and even at the end of kindergarten, or so the thinking goes. The testing also means that states, like students, now get report cards, and they want their children to do well, both because they want them to be educated and because they want them to stack up favorably against their peers.
Affluent families are most likely to redshirt their kids:
Fred Morrison, a developmental psychologist at the University of Michigan who has studied the impact of falling on one side or the other of the birthday cutoff, sees the endless “graying of kindergarten,” as it’s sometimes called, as coming from a parental obsession not with their children’s academic accomplishment but with their social maturity. “You couldn’t find a kid who skips a grade these days,” Morrison told me. “We used to revere individual accomplishment. Now we revere self-esteem, and the reverence has snowballed in unconscious ways — into parents always wanting their children to feel good, wanting everything to be pleasant.” So parents wait an extra year in the hope that when their children enter school their age or maturity will shield them from social and emotional hurt.
Does this redshirting bring any lasting advantage though?
For years, education scholars have pointed out that most studies have found that the benefits of being relatively older than one’s classmates disappear after the first few years of school. In a literature review published in 2002, Deborah Stipek, dean of the Stanford school of education, found studies in which children who are older than their classmates not only do not learn more per grade but also tend to have more behavior problems. However, more recent research by labor economists takes advantage of new, very large data sets and has produced different results. A few labor economists do concur with the education scholarship, but most have found that while absolute age (how many days a child has been alive) is not so important, relative age (how old that child is in comparison to his classmates) shapes performance long after those few months of maturity should have ceased to matter. The relative-age effect has been found in schools around the world and also in sports. In one study published in the June 2005 Journal of Sport Sciences, researchers from Leuven, Belgium, and Liverpool, England, found that a disproportionate number of World Cup soccer players are born in January, February and March, meaning they were old relative to peers on youth soccer teams.
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After crunching the math and science test scores for nearly a quarter-million students across 19 countries, Bedard found that relatively younger students perform 4 to 12 percentiles less well in third and fourth grade and 2 to 9 percentiles worse in seventh and eighth; and, as she notes, “by eighth grade it’s fairly safe to say we’re looking at long-term effects.” In British Columbia, she found that the relatively oldest students are about 10 percent more likely to be “university bound” than the relatively youngest ones. In the United States, she found that the relatively oldest students are 7.7 percent more likely to take the SAT or ACT, and are 11.6 percent more likely to enroll in four-year colleges or universities. (No one has yet published a study on age effects and SAT scores.) “One reason you could imagine age effects persist is that almost all of our education systems have ability-groupings built into them,” Bedard says. “Many claim they don’t, but they do. Everybody gets put into reading groups and math groups from very early ages.” Younger children are more likely to be assigned behind grade level, older children more likely to be assigned ahead. Younger children are more likely to receive diagnoses of attention-deficit disorder, too. “When I was in school the reading books all had colors,” Bedard told me. “They never said which was the high, the middle and the low, but everybody knew. Kids in the highest reading group one year are much more likely to be in the highest reading group the next. So you can imagine how that could propagate itself.”
How do you assess whether a child is ready for kindergarten?
To gauge kindergarten readiness, Andersen and another kindergarten teacher each sat the children down one by one for a 20-minute test. The teachers asked the children, among other things, to: skip; jump; walk backward; cut out a diamond on a dotted line; copy the word cat; draw a person; listen to a story; and answer simple vocabulary questions like what melts, what explodes and what flies.