The rationale behind red-shirting is to give the young child an additional year to develop her social, cognitive, physical and linguistic skills. Proponents of red-shirting believe young children who are withheld from kindergarten will be more likely to perform on grade level. However, studies of long-term effects of red-shirting have had mixed results.
The Early Childhood Longitudinal Study tracked the achievement of both traditionally promoted kindergarteners and red-shirted kindergarteners. Red-shirted students tended to score slightly higher in reading by the end of first grade. However, the red-shirted children tested somewhat lower in math.
Students who are red-shirted in kindergarten may experience long-term behavioral problems. These issues may continue throughout elementary school and even into middle school. These problems may include bullying, feelings of inferiority, losing their tempers and difficulty getting along with their peers.
One study, by Deming & Dynarski in 2008, suggested that high school dropout rates are higher for those who begin school at a later age. Of course, even for students who are high-achieving, delaying kindergarten entry delays the completion of high school, college entrance and the beginning of a career.
Red-shirted students who start kindergarten as older students may begin their academic careers with a slight advantage. However, by the end of middle school, younger students' achievement catches up to their older classmates.
Children who are red-shirted are more likely to eventually require special education services. It is possible that what has been perceived as immaturity is actually a disability. These children with special needs might be more appropriately served with direct intervention than by delaying their school entry.