Reply to We chose not to redshirt DS without considering the long-term consequences:

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Thanks for sharing. These are important considerations and a lot of people aren’t thinking about the possible long term consequences of always being the youngest [/quote]

op is an odd one. Esol too.

Her kid is bad at math, blames not redshirting in K.

Her kid tried out for varsity orchestra and didn’t make it, blames not redshirting in K.

Her kid needs another semester of college to complete some credits, blames not redshirting in K. 
[/quote]

There are studies out there that prove that kids who are younger generally do worse in school, and even later in life.

https://www.bbc.com/news/magazine-15490760

https://www.cultofpedagogy.com/academic-redshirting/
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It's obvious that academically advanced kids should advanced to higher grades younger and others should advance later. And this should vary by subject!

But schools insist on forcing undifferentiated learning based on age based locking tiers. [/quote]
It's not obvious, otherwise there wouldn't be numerous studies on the subject. But it's true.

As a reference, read [url=https://www.apa.org/ed/schools/gifted/rethinking-giftedness.pdf]Rethinking Giftedness[/url] by Subotnik et al.
Quote (p24): "There is general consensus in the field, supported by the extant literature, that acceleration is a uniquely appropriate instructional strategy for gifted learners (Argys, Rees, & Brewer, 1996; Colangelo, Assouline, & Gross, 2004). 
Research evidence about the efficacy of acceleration is overwhelmingly positive." (followed by several paragraphs with examples).
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