D., & Reardon, S. F. (2013). “Academic Redshirting” in Kindergarten:
Prevalence, Patterns, and Implications . Educational
Evaluation and Policy Analysis , 35(3), 283–297. doi:10.3102/0162373713482764
Bellisimo, Y., Sacks, C.H & Mergendoller, J.R. (1995). Changes
over time in kindergarten holding out: Parent and school contexts. Early Childhood Research Quarterly, 10(2),
Cosden, M., J. Zimmer, & P. Tuss. (1993). The impact of age, sex,
and ethnicity on kindergarten entry and retention decisions. Educational Evaluation and Policy Analysis,15(2),
Crone, D.A., & G.J. Whitehurst. 1999. Age and schooling effects
on emergent literacy and early reading skills. Journal of Educational Psychology,91(4), 604–14.
Datar, A. (2006). Does delaying kindergarten entrance give children a
head start? Economics of Education
Review, 25(1), 43-62.
Deming, D. & Dynarski,S. (2008). The lengthening of childhood. Journal
of Economic Perspectives, 22(3), 71-92.
Diamond, K. E., Reagan, A. J., & Bandyk, J. E. (2000). Parents'
conceptions of kindergarten readiness: Relationships with race, ethnicity,
and development. Journal of Educational Research, 94(2), 93 -
Easton-Brooks, D., & Brown, A. (2010). The Effects of Age at
Kindergarten Entry on the Reading Proficiency of African American and
European American Students. Journal Of Research In Childhood Education,
Ferguson, P.C. (1991). Longitudinal outcome differences among
promoted and transitional at-risk kindergarten students. Psychology in the Schools, 28(2), 139–46.
Graue, M.E. (1993). Ready for what? Constructing meanings of
readiness for kindergarten. Albany: State University of New York
Graue, M.E., & DiPerna, J. (2000). Redshirting and early retention:
Who gets the “gift of time” and what are its outcomes? American Educational
Research Journal, 37(2), 509–34.
Katz, L.G. (1991). Readiness:
Children and schools. ERIC Digest EDO-PS-91-4. Champaign- Urbana, IL:
ERIC Clearinghouse on Elementary and Early Childhood Education.
Lincove, J.A., & Painter, G. (2006). Does the Age That Children
Start Kindergarten Matter? Evidence of Long-Term Educational and Social
Outcomes. Educational Evaluation and
Policy Analysis, 28(2), 153–179.
Marshall, H.M. (2003).
Opportunity deferred or opportunity taken? An updated look at delaying
kindergarten entry. Youth Children, 84-93. National Association for the
Education of Young Children. Retrieved from http://www.naeyc.org/files/naeyc/file/Publications/ArticleExamples/RinRDelayingKEntry.pdf
Meisels, S.J. (1992). Doing harm by doing good: Iatrogenic effects of
early childhood enrollment and promotion policies. Early Childhood Research Quarterly, 7(2), 155-175.
NAECS/SDE (National Association of Early Childhood Specialists in
State Departments of Education). (2000). Still
unacceptable trends in kindergarten entry and placement.
Shepard, L.A. & Smith, M.L. (1986). Synthesis of research on
school readiness and kindergarten retention. Educational Leadership, 44(3), 78-86.
Shepard, L.A. & Smith, M.L. (1990). Synthesis of research on
grade retention. Educational Leadership, 47(8), 84-88
Shore, R. (1998). Ready schools. Washington, DC: National Education
Smith, M.L. & Shepard, L.A. (1987). What doesn’t work: Explaining
policies of retention in the early grades. Phi Delta Kappan, 69(2), 129-134.
Spitzer, S., Cupp, R., & Parke, R.D. (1995). School entrance age,
social acceptance, and self-perception in kindergarten and first grade. Early
Childhood Research Quarterly,10(4), 433–50.
Stipek, D. (2002). At what age should
children enter kindergarten? A question for policy makers and parents.
SRCD Social Policy Report, 16(2)
Stipek, D., & P. Byler. (2001). Academic achievement and social
behaviors associated with age of entry into kindergarten. Journal of Applied
Developmental Psychology, 22(2),175–89.
West, J., Hauskin, E.G. & Collins, M. (1993). Readiness for
kindergarten: Parent and teacher beliefs. Washington, DC: National Center for
West, J., Meek, A., & Hurst, D. (2000). Children Who Enter Kindergarten Late or Repeat Kindergarten: Their
Characteristics and Later School Performance (NCES No. 2000-039).
Washington, DC: U.S. Department of Education.