The Effects of Academic Redshirting Among Third Grade Students in a Rural Southeastern School District By Christin Smith A 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Review of the Literature Academic Redshirting and Its Historical Content Kindergarten-Past and Present Legislation on School Entry Age Academic Redshirting Reasons to Redshirt Physical Cognitive Social/Emotional Characteristics of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: Research Design

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 3 rd Grade between students (19 males, 8 females) Non-Academically Redshirted Students Born between June 1 – August 31 Took PASS in 3 rd Grade between 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 3 rd 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 & 2 6. Use an Independent-Samples T- Test Research Questions 3 & 4 7. 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.)

Conclusion “If there is indeed such a thing as human engineering, nothing could be more unscientific than the unceremonious, indiscriminating, wholesale method with which we admit children into our greatest social institution, the public school.” -Arnold Gesell