by Elizabeth Weil from the New York Times Magazine
NOTE: Proposed Legislation AB683 (Sharon Runner) changes, from December 2 to September 1, the date by which a child must turn 5 years old to enroll in kindergarten, beginning with the 2009-10 school year. AB1236 (Mullen) moves up the date by 3 months by which a child must be 5 years old to enroll in kindergarten and 6 years old to enroll in first grade, beginning in 2011-12; makes kindergarten compulsory, beginning in 2010-11; and establishes the Kindergarten Readiness Program, beginning in 2011-12.
Andersen is a willowy 11-year teaching veteran who offered up a lot of education in the first hour of class. First she read Leo Lionni’s classic children’s book “An Extraordinary Egg,” and directed a conversation about it. Next she guided the students through: writing a letter; singing a song; solving an addition problem; two more songs; and a math game involving counting by ones, fives and tens using coins. Finally, Andersen read them another Lionni book. Labor economists who study what’s called the accumulation of human capital — how we acquire the knowledge and skills that make us valuable members of society — have found that children learn vastly different amounts from the same classroom experiences and that those with certain advantages at the outset are able to learn more, more quickly, causing the gap between students to increase over time. Gaps in achievement have many causes, but a major one in any kindergarten room is age. Almost all kindergarten classrooms have children with birthdays that span 12 months. But because of redshirting, the oldest student in Andersen’s class is not just 12 but 15 months older than the youngest, a difference in age of 25 percent.
After rug time, Andersen’s kindergartners walked single-file to P.E. class, where the children sat on the curb alongside the parking circle, taking turns running laps for the Presidential Fitness Test. By far the fastest runner was the girl in class who had been redshirted. She strode confidently, with great form, while many of the smaller kids could barely run straight. One of the younger girls pointed out the best artist in the class, a freckly redhead. I’d already noted his beautiful penmanship. He had been redshirted as well.
States, too, are trying to embrace the advantages of redshirting. Since 1975, nearly half of all states have pushed back their birthday cutoffs and four — California, Michigan, North Carolina and Tennessee — have active legislation in state assemblies to do so right now. (
Indeed, increasing the average age of the children in a kindergarten class is a cheap and easy way to get a small bump in test scores, because older children perform better, and states’ desires for relative advantage is written into their policy briefs. The California Performance Review, commissioned by Gov. Arnold Schwarzenegger in 2004, suggested moving California’s birthday cutoff three months earlier, to Sept. 1 from Dec. 2, noting that “38 states, including Florida and Texas, have kindergarten entry dates prior to California’s.”
All involved in increasing the age of kindergartners — parents, legislatures and some teachers — say they have the best interests of children in mind. “If I had just one goal with this piece of legislation it would be to not humiliate a child,” Dale Folwell, the Republican North Carolina state representative who sponsored the birthday-cutoff bill, told me. “Our kids are younger when they’re taking the SAT, and they’re applying to the same colleges as the kids from
Redshirting is not a new phenomenon — in fact, the percentage of redshirted children has held relatively steady since education scholars started tracking the practice in the 1980s. Studies by the
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.
Before the school year started, Andersen, who is 54, taped up on the wall behind her desk a poster of a dog holding a bouquet of 12 balloons. In each balloon Andersen wrote the name of a month; under each month, the birthdays of the children in her class. Like most teachers, she understands that the small fluctuations among birth dates aren’t nearly as important as the vast range in children’s experiences at preschool and at home. But one day as we sat in her classroom, Andersen told me, “Every year I have two or three young ones in that August-to-October range, and they just struggle a little.” She used to encourage parents to send their children to kindergarten as soon as they were eligible, but she is now a strong proponent of older kindergartners, after teaching one child with a birthday just a few days before the cutoff. “She was always a step behind. It wasn’t effort and it wasn’t ability. She worked hard, her mom worked with her and she still was behind.” Andersen followed the girl’s progress through second grade (after that, she moved to a different school) and noticed that she didn’t catch up. Other teachers at Glen Arden Elementary and elsewhere have noticed a similar phenomenon: not always, but too often, the little ones stay behind.
The parents of the redshirted girl in Andersen’s class told a similar story. Five years ago, their older daughter had just made the kindergarten birthday cutoff by a few days, and they enrolled her. “She’s now a struggling fourth grader: only by the skin of her teeth has she been able to pass each year,” the girl’s mother, Stephanie Gandert, told me. “I kick myself every year now that we sent her ahead.” By contrast, their current kindergartner is doing just fine. “I always tell parents, ‘If you can wait, wait.’ If my kindergartner were in first grade right now, she’d be in trouble, too.” (The parents of the redshirted boy in Andersen’s class declined to be interviewed for this article but may very well have held him back because he’s small — even though he’s now one of the oldest, he’s still one of the shortest.)
Kelly Bedard, a labor economist at the
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
Bedard found that different education systems produce varying age effects. For instance, Finland, whose students recently came out on top in an Organization for Economic Cooperation and Development study of math, reading and science skills, experiences smaller age effects; Finnish children also start school later, at age 7, and even then the first few years are largely devoted to social development and play.
The relative value of being older for one’s grade is a particularly open secret in those sectors of the American schooling system that treat education like a competitive sport. Many private-school birthday cutoffs are set earlier than public-school dates; and children, particularly boys, who make the cutoff but have summer and sometimes spring birthdays are often placed in junior kindergarten — also called “transitional kindergarten,” a sort of holding tank for kids too old for more preschool — or are encouraged to wait a year to apply. Erika O’Brien, a
Robert Fulghum listed life lessons in his 1986 best seller “All I Really Need to Know I Learned in Kindergarten.” Among them were:
- Clean up your own mess.
- Don’t take things that aren’t yours.
- Wash your hands before you eat.
- Take a nap every afternoon.
Were he to update the book to reflect the experience of today’s children, he’d need to call it “All I Really Need to Know I Learned in Preschool,” as kindergarten has changed. The half day devoted to fair play and nice manners officially began its demise in 1983, when the National Commission on Excellence in Education published “A Nation at Risk,” warning that the country faced a “rising tide of mediocrity” unless we increased school achievement and expectations. No Child Left Behind, in 2002, exacerbated the trend, pushing phonics and pattern-recognition worksheets even further down the learning chain. As a result, many parents, legislatures and teachers find the current curriculum too challenging for many older 4- and young 5-year-olds, which makes sense, because it’s largely the same curriculum taught to first graders less than a generation ago. Andersen’s kindergartners are supposed to be able to not just read but also write two sentences by the time they graduate from her classroom. It’s no wonder that nationwide, teachers now report that 48 percent of incoming kindergartners have difficulty handling the demands of school.
Friedrich Froebel, the romantic motherless son who started the first kindergarten in
That the social skills and exploration of one’s immediate world have been squeezed out of kindergarten is less the result of a pedagogical shift than of the accountability movement and the literal-minded reverse-engineering process it has brought to the schools. Curriculum planners no longer ask, What does a 5-year-old need? Instead they ask, If a student is to pass reading and math tests in third grade, what does that student need to be doing in the prior grades? Whether kindergarten students actually need to be older is a question of readiness, a concept that itself raises the question: Ready for what? The skill set required to succeed in Fulgham’s kindergarten — openness, creativity — is well matched to the capabilities of most 5-year-olds but also substantially different from what Andersen’s students need. In early 2000, the
Furthermore, as Elizabeth Graue, a former kindergarten teacher who now studies school-readiness and redshirting at the
But perhaps those kids with the pencils in their ears — at least the less-affluent ones — don’t need “the gift of time” but rather to be brought into the schools. Forty-two years after Lyndon Johnson inaugurated Head Start, access to quality early education still highly correlates with class; and one serious side effect of pushing back the cutoffs is that while well-off kids with delayed enrollment will spend another year in preschool, probably doing what kindergartners did a generation ago, less-well-off children may, as the literacy specialist Katie Eller put it, spend “another year watching TV in the basement with Grandma.” What’s more, given the socioeconomics of redshirting — and the luxury involved in delaying for a year the free day care that is public school — the oldest child in any given class is more likely to be well off and the youngest child is more likely to be poor. “You almost have a double advantage coming to the well-off kids,” says Samuel J. Meisels, president of Erikson Institute, a graduate school in child development in
Nobody has exact numbers on what percentage of the children eligible for publicly financed preschool are actually enrolled — the individual programs are legion, and the eligibility requirements are complicated and varied — but the best guess from the National Institute for Early Education Research puts the proportion at only 25 percent. In
One morning, when I was sitting in Elizabeth Levett Fortier’s kindergarten classroom in the Peabody School in San Francisco — among a group of students that included some children who had never been to preschool, some who were just learning English and some who were already reading — a father dropped by to discuss whether or not to enroll his fall-birthday daughter or give her one more year at her private preschool. Demographically speaking, any child with a father willing to call on a teacher to discuss if it’s best for that child to spend a third year at a $10,000-a-year preschool is going to be fine. Andersen told me, “I’ve had parents tell me that the preschool did not recommend sending their children on to kindergarten yet, but they had no choice,” as they couldn’t afford not to. In 49 out of 50 states, the average annual cost of day care for a 4-year-old in an urban area is more than the average annual public college tuition. A RAND Corporation position paper suggests policy makers may need to view “entrance-age policies and child-care polices as a package.”
Labor economists, too, make a strong case that resources should be directed at disadvantaged children as early as possible, both for the sake of improving each child’s life and because of economic return. Among the leaders in this field is James Heckman, a
Bedard and other economists cite Heckman’s theories of how people acquire skills to help explain the persistence of relative age on school performance. Heckman writes: “Skill begets skill; motivation begets motivation. Early failure begets later failure.”
How to address the influence of age effects is unclear. After all, being on the older or younger side of one’s classmates is mostly the luck of the birthday draw, and no single birthday cutoff can prevent a 12-month gap in age. States could try to prevent parents from gaming the age effects by outlawing redshirting — specifically by closing the yearlong window that now exists in most states between the birthday cutoffs and compulsory schooling. But forcing families to enroll children in kindergarten as soon as they are eligible seems too authoritarian for
Of course there’s also the reality that individual children will always mature at different rates, and back in Andersen’s classroom, on a Thursday when this year’s kindergartners stayed home and next year’s kindergartners came in for pre-enrollment assessments, the developmental differences between one future student and the next were readily apparent. 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. Some of the kids were dynamos. When asked to explain the person he had drawn, one boy said: “That’s Miss Maple. She’s my preschool teacher, and she’s crying because she’s going to miss me so much next year.” Another girl said at one point, “Oh, you want me to write the word cat?” Midmorning, however, a little boy who will not turn 5 until this summer arrived. His little feet dangled off the kindergarten chair, as his legs were not long enough to reach the floor. The teacher asked him to draw a person. To pass that portion of the test, his figure needed seven different body parts.
“Is that all he needs?” she asked a few minutes later.
The boy said, “Oh, I forgot the head.”
A minute later the boy submitted his drawing again. “Are you sure he doesn’t need anything else?” the teacher asked.
The boy stared at his work. “I forgot the legs. Those are important, aren’t they?”
The most difficult portion of the test for many of the children was a paper-folding exercise. “Watch how I fold my paper,” the teacher told the little boy. She first folded her 8 1/2-by-11-inch paper in half the long way, to create a narrow rectangle, and then she folded the rectangle in thirds, to make something close to a square.
“Can you do it?” she asked the boy.
He took the paper eagerly, but folded it in half the wrong way. Depending on the boy’s family’s finances, circumstances and mind-set, his parents may decide to hold him out a year so he’ll be one of the oldest and, presumably, most confident. Or they may decide to enroll him in school as planned. He may go to college or he may not. He may be a leader or a follower. Those things will ultimately depend more on the education level achieved by his mother, whether he lives in a two-parent household and the other assets and obstacles he brings with him to school each day. Still, the last thing any child needs is to be outmaneuvered by other kids’ parents as they cut to the back of the birthday line to manipulate age effects. Eventually, the boy put his head down on the table. His first fold had set a course, and even after trying gamely to fold the paper again in thirds, he couldn’t create the right shape.
• Elizabeth Weil is a contributing writer for the NYT magazine.
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