Parenting Book: 17 18 19 Redshirting Education
Based on the forthcoming book "17 18 19: Redshirting Education" by John Chavez
Bio of John Chavez
https://www.facebook.com/171819Book/
Retired 20+ year High Educator, 27 years as a Football & Baseball Coach, Currently TV High School Football Commentator. Father of three adult sons, older two have graduated from college, youngest a sophomore in college.
Podcast voices created by NotebookLM
Parenting Book: 17 18 19 Redshirting Education
Redshirting Your Child: Summing it up
We're all trying to figure out the best path for our kids, aren't we? It's complex.
Speaker 2:Definitely, and one of those really early decisions a big fork in the road is often about kindergarten.
Speaker 1:Right. When exactly should they start? You've likely heard the term redshirting.
Speaker 2:Mm-hmm Holding a child back a year.
Speaker 1:Yeah, and it's often framed as giving them a bit of an edge, a stronger start for school.
Speaker 2:It's a huge decision for families of an edge, a stronger start for school. It's a huge decision for families, lots of hope tied up in it, but maybe some worry too about keeping up Absolutely.
Speaker 1:So today we're doing a deep dive into John Chavez's book 17, 18, 19, redshirting Education.
Speaker 2:Yeah, we want to really get under the skin of this practice, kind of unpack all the different angles he presents.
Speaker 1:Exactly. Our goal isn't to say redshirting is simply good or bad. That's too simple.
Speaker 2:Right, it's about offering you, the listener, a more balanced picture.
Speaker 1:Using Chavez's insights to look at the potential upsides, but also, importantly, the drawbacks, the stuff that's maybe less obvious.
Speaker 2:So where should we begin? The potential benefits Chavez identifies Sounds good, let's start there.
Speaker 1:What does he see as the positives of waiting that extra year?
Speaker 2:Well, a really central idea in the book is what he calls enhanced readiness.
Speaker 1:Okay, readiness yeah.
Speaker 2:That extra year. It can be really crucial for developing those foundational skills.
Speaker 1:Like what specifically?
Speaker 2:Think about things like paying attention, controlling impulses, managing emotions.
Speaker 1:Ah, the self-regulation piece.
Speaker 2:Exactly A child who's a bit older might just be better equipped developmentally for the structure of school.
Speaker 1:Right for the demands of a classroom. It's about giving them well a stronger foundation for learning.
Speaker 2:That's the idea Chavez puts forward setting them up for that stronger start.
Speaker 1:That makes a lot of sense. Intuitively. You can see how a little more maturity there can really smooth out that initial school experience. And Chavez also talks about how this might ripple out affecting the whole classroom, doesn't he?
Speaker 2:He does. He suggests that if you have more kids in the class who are developmentally ready, well, it can make for a better learning environment for everyone. How?
Speaker 1:so.
Speaker 2:You might see fewer disruptions, you know, which means teachers can spend more time actually teaching.
Speaker 1:Less time on classroom management related to kids just not being quite ready for the structure.
Speaker 2:Precisely More focus on instruction.
Speaker 1:Okay so a calmer, more focused classroom, that's definitely appealing. What about more concrete stuff? Academics, maybe Focus on instruction. Okay so a calmer, more focused classroom, that's definitely appealing. What about more concrete?
Speaker 2:stuff, Academics maybe. Yeah, Chavez looks at that too. He discusses research suggesting potential initial advantages academically and even athletically.
Speaker 1:Athletically too Interesting.
Speaker 2:The thinking is, you know, greater cognitive maturity might mean better scores on tests, better class performance, at least early on.
Speaker 1:And the athletic side.
Speaker 2:Well, that extra year can mean a real difference in size, strength, coordination.
Speaker 1:Ah, ok, which could open up more opportunities in sports, especially early sports.
Speaker 2:Potentially. Yes, that's part of the argument.
Speaker 1:You can see why parents would find those potential boosts attractive and I guess also just wanting to reduce stress for their child.
Speaker 2:Absolutely. Chavez really emphasizes that Giving them that extra year might ease the pressure, especially for younger kids who might struggle to keep up with peers, maybe 6, 12 months older.
Speaker 1:So they don't feel like they're behind right from the start.
Speaker 2:Yeah, helping foster more positive attitude towards school. You know, building confidence instead of early frustration start. Yeah, helping foster more positive attitude towards school. You know, building confidence instead of early frustration.
Speaker 1:OK, so we've laid out some of the potential positives. Chavez discusses enhanced readiness, classroom dynamics, academic or athletic edge, reduced stress.
Speaker 2:But like any big choice, you absolutely have to look at the other side of the coin.
Speaker 1:Right, the potential downside, yeah. What does Chavez highlight there? Things maybe people don't think about as much.
Speaker 2:Well, one of the biggest points and it's a really critical one is equity.
Speaker 1:Equity how so?
Speaker 2:Redshirting just isn't an option for everyone. Think about the cost an extra year of child care or preschool.
Speaker 1:Right, that can be a massive financial burden.
Speaker 2:Exactly, especially for families relying on public schools starting as soon as possible. So redshirting could actually widen the gap between advantaged kids and disadvantaged kids.
Speaker 1:Creating a kind of disparity right from day one of kindergarten. That's a really serious consideration.
Speaker 2:It really is. It's not an equal choice for all families.
Speaker 1:And you mentioned earlier that readiness could improve classroom dynamics. But Chavez also points out potential challenges there too.
Speaker 2:He does. It's sort of the flip side If redshirting becomes more common, you get classrooms with a much wider age range.
Speaker 1:And that makes things harder for teachers.
Speaker 2:It can. Yeah, you've got kids at very different developmental stages, different skills, coming in. It demands more complex teaching, more differentiation, more sophisticated classroom management.
Speaker 1:So potentially more work for teachers who are already juggling so much.
Speaker 2:It could certainly add to the complexity of their job.
Speaker 1:What about the social side for the kids themselves, the ones who are redshirted?
Speaker 2:That's another nuanced point Chavez raises. While some kids might thrive being a bit older, others might actually feel well a bit out of sync with their yeah, when that age difference becomes more noticeable socially and there's also a risk maybe of unintended social stuff happening because of the age gap.
Speaker 1:Like what.
Speaker 2:Maybe older, more developed kids inadvertently making younger ones feel excluded, or maybe some resentment. It's subtle.
Speaker 1:Those less obvious social dynamics are important, and Chavez also flags a concern about delayed intervention. That sounds serious.
Speaker 2:It is Think about kids who might have, say, developmental delays or learning disabilities.
Speaker 1:Okay.
Speaker 2:If you delay kindergarten, you might also delay identifying those issues, and that means delaying access to early support services.
Speaker 1:Services that can make a huge difference if started earlier.
Speaker 2:Exactly so that delay could be a real negative consequence for some children.
Speaker 1:And one last potential downside Chavez mentions this idea of pressure Pressure to redshirt.
Speaker 2:Right If it starts becoming the norm or seen as the better thing to do.
Speaker 1:And parents might feel like they have to do it even if it's not right for their specific child.
Speaker 2:Precisely, and that could gradually push the average kindergarten entry age higher for everyone.
Speaker 1:Which could mess with the system and expectations around early childhood overall.
Speaker 2:Yeah, potentially placing unintended strain on the whole education system.
Speaker 1:Wow, ok, so it's a really tangled web of potential pluses and minuses for the individual child and the classroom.
Speaker 2:And Chavez takes it even further, looking at the bigger picture implications for the education system itself.
Speaker 1:What are some of those broader effects he talks about?
Speaker 2:Well, he discusses how expectations might shift, Like what's considered normal for a kindergartner's skills.
Speaker 1:If the average kid starting is older.
Speaker 2:Then schools might, maybe without meaning, to, start gearing their curriculum towards those slightly older, more mature kids.
Speaker 1:Which could put younger kids the ones who aren't redshirted but are technically the right age at a disadvantage.
Speaker 2:Exactly. Even if they meet the traditional age cutoff, the goalposts might have subtly moved.
Speaker 1:That could really change the feel of early elementary education. What about longer term, beyond those first few years?
Speaker 2:Chavez points out something interesting there. While you might see those early academic bumps, the ones we talked about. Yeah, research often suggests those advantages tend to well level off by middle school or high school. The red-shirted kids don't necessarily outperform anymore, huh.
Speaker 1:So the initial advantage fades.
Speaker 2:It often seems to, and then, being older when you finish high school, that could have other effects down the line.
Speaker 1:Like what.
Speaker 2:Potentially delaying college entry or starting a career a bit later.
Speaker 1:So it's almost like a trade-off, a possible early boost for maybe a slightly later start on other things.
Speaker 2:That's one way to look at the potential long-term arc. Yeah, it's fascinating.
Speaker 1:And does Chavez mention teachers again, in terms of how they're prepared?
Speaker 2:He does, if classrooms become more diverse developmentally because of redshirting.
Speaker 1:Then teacher training might need to change.
Speaker 2:It might need to adapt. Yeah, making sure new teachers really know how to handle that wider range of learners effectively. More focus on differentiated instruction, maybe a deeper dive into child development across a broader age span.
Speaker 1:That makes sense and, policy-wise, what should districts or policymakers be thinking about?
Speaker 2:according to Chavez, he suggests they might need to look again at their kindergarten entry rules.
Speaker 1:Because of rising redshirting rates.
Speaker 2:Yeah, maybe consider more standard age requirements or perhaps provide much clearer guidance to parents, laying out all the pros and cons we've discussed.
Speaker 1:Or maybe alternatives.
Speaker 2:Right Things like transitional kindergarten programs, an extra year of development, but without formally delaying entry into the K-12 sequence.
Speaker 1:So we've really covered the potential benefits, the drawbacks, the system-wide effects. It's a lot to weigh, it really is. You've really covered the potential benefits, the drawbacks, the system-wide effects. It's a lot to weigh.
Speaker 2:It really is.
Speaker 1:But you know, what really struck me reading Chavez's book was when he shared his own family's story, his son's.
Speaker 2:Oh, absolutely. That part adds such a crucial human layer, doesn't it? It moves beyond the statistics.
Speaker 1:It really does, because his sons had such different paths and it wasn't always predictable, based on when they started school.
Speaker 2:Exactly. It shows how much else goes into a child's journey.
Speaker 1:So let's touch on those stories. His oldest son he was redshirted right.
Speaker 2:Yes, graduated high school at 19.
Speaker 1:And seemed successful by many metrics. Good GPA engineering degree career.
Speaker 2:Yeah, 4.1. Gpa played football, got an electrical engineering degree. Has a career now. Looks like a success story on paper.
Speaker 1:But Chavez mentioned struggles too.
Speaker 2:He did. He shared that his son dealt with self-confidence issues, sometimes so redshirting wasn't like a magic wand.
Speaker 1:Right doesn't erase all potential challenges.
Speaker 2:Not at all.
Speaker 1:Then the middle son started school on time.
Speaker 2:Seems so Star athlete early on middle school.
Speaker 1:But things changed.
Speaker 2:Yeah, high school football dreams kind of got derailed by injuries. Academics apparently suffered after a move. Grades weren't as strong.
Speaker 1:And his path after school.
Speaker 2:He got a film degree but, chavez notes, the career path wasn't clear, ended up in a blue-collar job.
Speaker 1:So that early athletic promise didn't translate into a specific kind of quote unquote success later.
Speaker 2:Exactly. It really highlights how things change, interests shift. Life throws curveballs.
Speaker 1:And the youngest son also seems like he started on time.
Speaker 2:Yeah, described as a brilliant athlete, varsity quarterback for four years and academically stellar to like a four point, five, five GPA. Wow but a major injury. His senior year Ended his season. Maybe his football prospects.
Speaker 1:Oh no.
Speaker 2:And, despite having college football offers, he decided not to pursue them.
Speaker 1:Really After all that.
Speaker 2:Yeah, and apparently there was some strain in the relationship with his dad with Chavez. After the injury, the son moved in with his mother.
Speaker 1:That sounds tough. What's he doing now?
Speaker 2:Studying electrical engineering like his oldest brother.
Speaker 1:So another path that took a really unexpected turn, despite all the early talent and achievement.
Speaker 2:It's such a powerful illustration, isn't it? Parenting kids' lives. They're messy, imperfect, full of challenges.
Speaker 1:And Chavez seems to reflect on that directly that growth comes through those challenges.
Speaker 2:Yes, that's kind of the core reflection. We try to make the best decisions, like whether to redshirt, but ultimately the journey is complex.
Speaker 1:Then maybe those struggles are actually essential parts of development.
Speaker 2:That seems to be his takeaway, which brings us right back to the redshirting decision. It's just one piece of a huge, unpredictable puzzle.
Speaker 1:It really puts it in perspective. It's not just a simple pro-con list.
Speaker 2:Not when you look at real lives. No, Okay.
Speaker 1:So, as we wrap up this deep dive drawing heavily on John Chavez's book and his reflections, what's the main thing you're taking away?
Speaker 2:For me it really boils down to just how multifaceted this is. Red shirting, yes, there are potential upsides maybe short term boosts for a child, maybe for the classroom but there are significant potential downsides, too big ones like equity and the fact that those long term benefits aren't guaranteed. They might fade.
Speaker 1:And, like Shaveh's own family, shows so many other things shape a child's life beyond just their kindergarten start date.
Speaker 2:Absolutely. It's clearly not a one-size-fits-all situation. There's no single right answer.
Speaker 1:The diversity of experiences, even within one family, as Shabba has shared hammers that home.
Speaker 2:It really does and it leaves you thinking, doesn't it?
Speaker 1:About what.
Speaker 2:Well, how is all this conversation around readiness and the fact that more people are redshirting? How is that changing how we even define readiness?
Speaker 1:Are we shifting the goalposts societally?
Speaker 2:Maybe, and what are the knock-on effects of that for kids' development long term and for fairness, for equity in our education system?
Speaker 1:That's definitely something to chew on, a lot to think about in our own context, based on what we see around us.
Speaker 2:For sure it warrants some real personal reflection.
