Redshirting and Early Retention: Who Gets the "Gift of Time" and What Are Its Outcomes?

By E. Graue, James Clyde DiPerna. 2000

199 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e184e46e83ddee48938e3d7f3e316469d6b42524

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In Clinical Psychology

In Education

Citations in the corpus

Readiness for school: A relational construct (2009, background): “This process of delaying entry has been dubbed ‘redshirting’ (Graue & DiPerna, 2000).”
The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late. Statistics In Brief. NCES 2006-064. (2006, result): “…this report are: • The percentage of children who repeat kindergarten or experience delayed school entry appears consistent with previous estimates (Graue and DiPerna 2000; Zill, Loomis, and West 1997), with approximately 5 percent of children repeating kindergarten and 6 percent starting…”
Does the early bird catch the worm? (2007, background): “May et al. 1995; Jimerson et al. 1997; Zill et al. 1997; Graue and DiPerna 2000 ) or of early school admission of selected children (cf.”
Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes (2006, background): “One group of studies found that age had no effect on achievement, even in early primary grades (Dietz & Wilson, 1985; Graue & DiPerna, 2000; Kundert, May, & Brent, 1995; May & Welch, 1986; Reinherz & Kinard, 1986; Spitzer, Cupp, & Parke, 1995), but the majority of studies show a small academic…”
Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance (2005, unknown): “They typically find that children who have been held back perform less well than their same-age peers (Byrd et al., 1997; Graue and DiPerna, 2000; May et al., 1995).”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “A number of commentators have pointed to the limitations of these and similar instruments, including concerns about their tendency to test skills in isolation as opposed to within naturalistic contexts, and a general lack of validity data for their use (Bordignon & Lam, 2004; Gredler, 1997; Meisels,”