The Effects of Academic Redshirting Among Third Grade Students in a Rural
Southeastern School District
By Christin SmithA Dissertation Submitted to the
Gardner-Webb University School of Education
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education
Statement of the Problem
What happens when a student is old enough to begin school, but he is not ready for school?
“A child’s readiness for a particular school program is indicated by his or her physical, social, emotional, and academic readiness, leading to his or her ability to cope and sustain in that environment without undue stress and awkwardness” (Guddemi & Marchesseault, 2009, p. 77).
Purpose of the Study
• The purpose of this study will be to determine if there is a possible difference in scores on the Palmetto Assessment of State Standards (PASS) in reading and math between third grade students who were academically redshirted and those who were not academically redshirted.
• Only students with summer birthdays will be included.
• Gender will also be factored into the comparison.
Significance of the Study
This study may provide valuable information to:
• Parents, teachers, administrators
• Curriculum coordinators
• Stakeholders
• State legislators
Theoretical Framework
Jean Piaget’s
Theory of Cognitive Development
Arnold Gesell’s
Theory of Maturation
“A December versus a June birthday may cause an effect on status in kindergarten, and six months difference in chronological age or developmental age may affect adjustment in first grade.”
-Arnold Gesell
Research Questions
Is there a statistically significant difference in reading scores between academically redshirted students with
summer birthdates and non-academically redshirted students with summer birthdates on the third grade
PASS?
Is there a statistically significant difference in math scores between
academically redshirted students with summer birthdates and non-
academically redshirted students with summer birthdates on the third grade
PASS?
To what extent, if any, does gender impact reading scores between
academically redshirted students with summer birthdates and non-
academically redshirted students with summer birthdates on the third grade
PASS?
To what extent, if any, does gender impact math scores between
academically redshirted students with summer birthdates and non-
academically redshirted students with summer birthdates on the third grade
PASS?
Review of the Literature
• Academic Redshirting and Its Historical Content• Kindergarten-Past and Present
• Legislation on School Entry Age
• Academic Redshirting
• Reasons to Redshirt• Physical
• Cognitive
• Social/Emotional
• Characteristics of Redshirted Students• Ethnicity
• Gender
• Socioeconomic Status
• Effects of Academic Redshirting• Advantages and Disadvantages
• Gender Differences in Education
Methodology:Setting
• Upstate South Carolina
• Rural
• Approximately 2900 students
• 4 Schools• Primary
• Elementary
• Middle
• High
Methodology:Participants
• Academically Redshirted Students• Born between June 1 –
August 31
• Took PASS in 3rd Grade between 2009-2014
• 27 students (19 males, 8 females)
• Non-Academically Redshirted Students• Born between June 1 –
August 31
• Took PASS in 3rd Grade between 2009-2014
• 186 students (94 males, 92 females)
Methodology:Instruments
• South Carolina Palmetto Assessment of State Standards• Began in 2009
• Scales scores and performance levels (Exemplary, Met, and Not Met)
Methodology:Procedures
Selection of
Student
Database
1. Use PowerSchool to determine the birthday and gender of students in each grade level
-Students’ identification numbers were used to keep participants and their scores anonymous
2. Separate students into 2 categories
3. Use Enrich to determine if students were retained or redshirted
Methodology:Procedures (continued)
4. Using Enrich, obtain 3rd grade PASS scores.
5. Create Excel spreadsheet to record student ID number, birthday, gender, PASS score for reading, PASS score for math
Methodology:Procedures (continued)
Research Questions 1 & 26. Use an Independent-
Samples T-Test
Research Questions 3 & 47. Use a Two-Way Analyses
of Variance (ANOVA)
Limitations and Delimitations
Limitations• Sample size
• District
• State
Delimitations• Other factors were not
considered (special education, English Language proficiency, Gifted and Talented, etc.)