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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I redshirted to give my kid an advantage academically and physically, and to make it socially easier since it's much easier to be among the oldest in a group than to be the youngest. Let some other kid deal with always being the shortest and the slowest.

That's it. It's the same reason anyone redshirts. I don't understand wha the debate even is. People want what is best for their kid.[/quote]

Because it’s not really a true advantage and socially they should be with peers.  [/quote]

If people truly believed that there would be no debate. [/quote]

The research on the subject indicates that it does provide a short-term advantage but overall is a negative.[/quote]

That's not true. I have good reason to believe that I am living a much happier life than I would be if I hadn't been redshirted. Growing up, I thought I  wanted to get married and have children like most people. However, because I was redshirted, I finished my schooling a year later, and thus, started my career a year later, and by the time I became financially stable enough to support a family, I realized that I would be much happier being single and childless. Had I not been redshirted, I may very well have had children before coming to the realization that I didn't want any, by which time it would've been too late. [/quote]

Glad it worked out for you, but the majority of cases it ends up being a disadvantage in the long term based on actual statistics and data.[/quote]

Would you mind showing us these statistics and data?[/quote]

I found it on Google. [/quote]

DP:  The evidence I can find generally seems to say on average there is either a disadvantage or no difference in academic achievement associated with red-shirting.  Doesn't talk about sports or social life though and most of the data is a little old.

Grissom, James B.
Education Policy Analysis Archives, v12 n49 Sep 2004
There is continuing controversy about the optimal or appropriate age at which children should start school. The purpose of this study is to examine the relationship between age and achievement. It is an attempt to evaluate the hypothesis that older students fare better academically than their younger classmates. Findings indicate that on average for students in elementary school there is positive linear relationship between age and achievement for age normal peers. Even though there is positive linear relationship, the difference in average test scores between the oldest and youngest students is not great and by the time students reach 10th grade the positive linear relationship has disappeared. For overage students there is on average a negative linear relationship between age and achievement at all grade levels. That is, the negative relationship between age and achievement remains constant over time. These results argue against modifying entrance age policies, delaying school entry, implementing transitional kindergarten or first grade programs or retaining students to improve educational achievement. [b]Policies and practices that make students older than their classmates inversely affect their educational achievement.[/b] (Contains 26 figures, 10 tables and 4 footnotes.)

This 2017 study looks specifically at kids with ADHD who are red-shirted and finds no advantage to being red-shirted:

Academic red-shirting via voluntary delayed school entry is a debatable practice for students but has been argued a potentially viable practice for children with a range of disabilities by providing students “the gift of time.” The current study (n = 21,409) indicated that children with ADHD (n = 1057) were more likely to be red-shirted as compared to children without ADHD (n = 20,352). We examined the academic trajectories of those children with ADHD who were red-shirted versus children with ADHD who were not red-shirted. Results revealed no meaningful association of red-shirting with academic achievement across time. We subsequently examined the relationship of red-shirting and academic achievement among children with ADHD who received medication (n = 426) versus children with ADHD who did not receive medication (n = 631). Among children with medicated ADHD, the negative association of red-shirting with achievement across time was stronger but medication received was also associated with more severe symptoms of inattention across time, which may account for this relationship. [b]Academic red-shirting does not appear to be especially beneficial for students with ADHD (medicated or not) in terms of academic achievement across time.[/b]

2006 article:
The appropriate age for students to begin school is an issue of debate for educators, administrators, and parents. Parents worry that young children may not be able to compete with older classmates; schools worry that young students will not be able to meet rigorous academic standards associated with school accountability. Past literature is inconclusive as to the overall effect of age at school entry. Some research suggests that younger students have lower average achievement in early elementary school, while others find that students with summer birthdates, who are assumed to be younger at school entry, gain more education on average. At present, little is known about the impact of age at school entry on education attainment as students transition from high school into college and the labor market. This study uses data from the National Education Longitudinal Survey to examine long-term effects of age at school entry on both educational and social outcomes, with special attention to those students who enter kindergarten a year later than their peers. The results of this study suggest that[b] delaying kindergarten does not create any long-term advantages for students.[/b][/quote]

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