How to Advocate for Redshirting and a Late Start to TK or Kindergarten in California
You know your child and have your reasons— you want them to start school a year after they’re technically eligible. You’d like transitional kindergarten (TK) at 5 or kindergarten at 6. But you keep hearing that California school districts don’t allow late starts, retention, and grade placement adjustments.
Districts are adamant that they won’t do it, that it’s bad for kids, that your child will “get bored” and act out. Yet you know countless people who started school late or repeated Kindergarten… and your friends in Indiana and Massachusetts simply choose for their children without it being a “thing.”
Regardless of what you’ve heard or what your district says, you’re here because you believe that a late start to TK or kindergarten is right for your unique child. Maybe you even believe they should repeat kindergarten or first grade. And guess what? It’s possible! I was successful getting my son into a public transitional kindergarten in California when he was supposed to go into kindergarten.
This resource is a comprehensive guide to redshirting and retention in California and provides guidance on how to convince a district that this is what your child needs.
[Please note: this resource is NOT legal advice. It is simply my interpretation from research and personal experience. I am not an attorney.]
The history of “redshirting” and grade retention
Holding kids back a grade used to be standard practice. In the early 1900s, nearly half of all students were retained at least once, often because schools saw it as the easiest way to deal with challenging kids. But over time, researchers found that those who were held back were more likely to drop out, especially if they were already at risk due to learning disabilities, poverty, or systemic inequities (ASCD).
By the 1930s, concerns about the emotional toll of retention—like social stigma and low self-esteem—led many districts to adopt “social promotion,” pushing kids forward with their peers regardless of readiness (Wikipedia). In the 1980s and early 2000s, accountability laws like No Child Left Behind brought retention back into focus, especially when students failed state tests (Reading Rockets, Wikipedia).
Around this time, some families chose to delay kindergarten to prepare for high school athletics when being physically bigger as a teen is an advantage. This became known as “redshirting,” which is now the phrase used for all late starts. But holding a child back for sports is yuck in my honest opinion—it treats your 5-year-old like a college recruit instead of a whole person with real developmental needs. Parents also began “academic redshirting” in hopes that an extra year to mature would help their children succeed at school. This was often recommended by school teams, as well, who often completed kindergarten readiness assessments to make the call. This became especially common in wealthier communities where families could afford an extra year of preschool.
It’s difficult to quantify just how many children start Kindergarten at age 6, but estimates say that it’s about 3.5-5.5%. It is also much more common for those born in summer months– 70% of “redshirted” kids were born in June, July, and August. It is also twice as common in boys and white students (6% of white students, 3% of Asian students, and 2% or less of black and Hispanic students) (SageJournals, SageJournals). Finally, rates are higher among parents who graduated from college, who were (are?) twice as likely to redshirt their sons than high-school graduates.
Today, most California districts are wary of late starts, lumping it in with retention.
The district’s perspective
When you’re going through the process, you may find yourself asking why the district is so against the gift of more time. This is especially true when families in other states get to choose.
A big part of this is that redshirting is lumped in with retention (making a kid repeat a grade), which used to be a blanket way to deal with challenging students. And it’s been proven that retention often prevented kids with disabilities from getting the special education services they needed. Plus, retaining a very socially aware 7th grader can be catastrophic to their self esteem. There’s an issue of equity as well– it is often only the parents with deep pockets who can afford to keep their children out of school for an additional year.
As a result, many California school districts do not like to make grade placement adjustments for any children. It’s not that the district administrators are malicious. It’s simply that they’re concerned about:
Issues of equity - Districts worry that allowing flexible grade placement can create equity issues. Families with more resources—financial, informational, or legal—are often the ones to request late starts or push for retention. They can afford an extra year of preschool, private therapies, or even to homeschool while they wait. Meanwhile, families without those options might be forced to send children to transitional kindergarten or kindergarten before they’re ready. Districts fear that endorsing grade placement changes could reinforce privilege gaps rather than close them.
Not providing approriate Special Education services - Because retention was used as a way to cope with challenging students who may have needed special education services and accommodations, districts worry that retaining students may be viewed as a denial of FAPE (Free Appropriate Public Education) if used instead of appropriate services.
Allowing too many exceptions - Districts have clear retention and enrollment policies for a reason. Their goal is to keep children within the same age group in the same grade. They worry that making too many exceptions will cause an influx of requests from resourced parents, even when grade placement changes are inappropriate or unnecessary.
Funding - School funding in California is tied to average daily attendance. Delaying a child’s start—or holding them back—means one less student in a seat, and potentially less funding. I am honestly unsure how much funding plays a role in this. It’s a bit of a black box. But often funding plays a role in district policy.
These are all valid concerns, and I don’t believe grade placement changes should be made simply because of “parent request.” Trying to give a child who is ready an academic “leg up” is not a good reason, nor is holding back for athletics. But the solution isn’t blanket denial. It’s creating clear, accessible pathways for all families to make developmentally appropriate choices for their unique kids.
How a late start to TK or kindergarten is different from grade retention
Starting school late isn’t the same as holding a student back once they’ve already matriculated. It’s a proactive choice and a “gift of time,” not a reaction to a child’s failure. Kids haven’t met their peers yet so there’s no shame or sense of being “left behind.”
When your child is four or five, an extra year of growth is substantial—it's 20% of their life. This additional time can help develop foundational skills in speech, motor abilities, and emotional regulation. Conversely, pushing a child into school before they’re ready can lead to ongoing struggles: reading delays, behavioral issues, low confidence, and a constant need to catch up. Once they start behind, it’s challenging to close the gap.
What about the research? Well, there is conflicting research on the subject. There are legitimate arguments and studies in both directions.
There is research that says grade retention is overall bad, which most will agree with. But there is also research that supports a late start. A Stanford study found that delaying kindergarten by one year significantly improved children’s self-regulation, reducing inattention and hyperactivity by 73% at age 11 (Stanford). A study from Texas A&M that focused on adolescent males found that students who were academically red-shirted had a higher life satisfaction score as measured by the MSLSS in grades 6-12 (Proquest).
There is a large part of me that wants to throw the research out the window because it is broad, not definitive, and much of it is pretty old. When I was advocating for a late start to kindergarten for my son, I highlighted that there wasn’t a research paper that studied his exact profile and situation. Rather than using research to justify our grade placement decision, we needed to look at HIM: the scores on his assessments, feedback from his current educators, and his specific circumstances (such as diagnosis and birth date).
If your district tries to tell you “the research says…” and presents studies that say retention is harmful, it’s helpful to have studies on hand that support the other side. That way, you can set the research aside and focus on your specific child. I pulled together a list of studies that support a late start to Kindergarten, in particular. Gain access to that research list here.
What to consider before requesting a late start
Not every child benefits from being redshirted. In some cases, a child’s challenges can be better addressed with services, accommodations, or a different classroom environment. And giving a child more time is not a magic fix (I’m sorry!). Their challenges won’t disappear in a year's time. It should absolutely not be a replacement for seeking a diagnosis for a learning disability or neurological differences.
Before you pursue a grade placement change, take a step back and evaluate the full picture. Remember: you know your child best!!! Here are the key areas to consider:
Academic & Cognitive Development
Can your child recognize letters, numbers, colors, and shapes? Do they show curiosity, follow simple instructions, and engage in short learning activities? A late start may help if foundational skills are emerging more slowly than expected.
Socio-Emotional Readiness
Does your child separate easily from caregivers? Can they share, take turns, and cope with frustration in a group setting? Social and emotional readiness is just as important—actually more important—than academics at this age.
Behavioral Readiness
Is your child able to sit for a short circle time, follow a classroom routine, and transition between activities? Frequent meltdowns, impulsivity, or difficulty with structure might signal the need for more time to mature.
Birthday Timing
Children with summer birthdays—especially boys—may be chronologically eligible but developmentally young. In California, children can enter kindergarten if they turn five by September 1st, but that doesn't mean every five-year-old is ready.
Assessment Results
Review any results from developmental screenings, speech evaluations, or preschool assessments. Delays in areas like fine motor skills, communication, or self-regulation are areas that justify waiting.
Preschool Teacher & Therapist Feedback
The people who work with your child day-to-day often have a strong sense of kindergarten readiness. Are they expressing concern about your child keeping pace socially or emotionally in a K classroom?
Developmental Diagnosis
If your child has a diagnosis (e.g., autism, ADHD, speech/language delay), a grade placement change or late start is likely to help, but it needs to be paired with an IEP or 504 plan so that your child is receiving appropriate services and accommodations to help them succeed.
No one factor should drive the decision alone—but looking across these areas can help you make a more informed, confident choice.
How to successfully advocate for a late start to TK or Kindergarten
If you’ve decided that a late start is right for your child, the next step is convincing your district. This can be hard—especially in California, where districts are hesitant to approve grade changes for any reason. But it is possible with the right strategy, clear communication, and persistence.
Here’s how to make your case:
Collect the Evidence
Districts respond to data. Collect anything that shows your child isn’t ready: developmental assessments, preschool progress reports, therapist notes, observation logs, even video clips. If your child struggles to follow directions, regulate emotions, or engage in structured tasks, show what that looks like in real life—not just in test scores.
Prepare a Package
Use the evidence collected to prepare an organized and compelling package that can be shared with the school team. Don’t rely on verbal conversations. Include everything you want the team to consider. This can include:
A formal parent request letter summarizing why your child needs a late start. Include key concerns, a summary of supporting evidence, and a clear ask (e.g., “We are requesting that [Child] attend transitional kindergarten next year instead of kindergarten”)
Letters supporting the placement from professionals who have worked with your child
Any and all private assessments conducted (from neuropsycologists, development pediatricians, speech language pathologists, occupational therapists, geneticists—you get the picture)
Academic research that supports your case
Invite Your Team to Meetings
Bring allies to the table—preschool teachers, private therapists, childcare providers, anyone who can speak to your child’s developmental profile. These voices carry weight, especially when they align across settings. A professional advocate or attorney who specializes in this area can help you make the case, as well. This also helps make sure that you’re not outnumbered in a meeting.
Advocate Early
Start the conversation and state your intent well before the end of the prior school year, ideally in January. Sharing your intent later on means the timeline will be truncated as you race to get everything resolved before staff is out for the summer. Plus, once enrollment is solidified and rosters are built, districts are less flexible.
Consider the Role of Special Education
If your child has a disability and is eligible for special education, grade placement decisions may be part of the IEP process. But here’s the catch: districts often fear that changing the grade will be seen as a substitute for services. Be clear that you’re requesting both appropriate services and a placement that reflects your child’s current developmental needs. If you’re on the fence about whether your child may need special education services, it may be beneficial to request an assessment after school begins and the grade placement change has already been made (note: I realize this is a nuts suggestion. Proceed with caution. This depends so much on the district!!!)
Go Outside the IEP Process
If the district says no or refuses to consider the request within the IEP, you can escalate in a few different ways. File a written request to the director of student services, head of special ed, or even the superintendent. If necessary, bring your case to the school board, the county office, or the CDE. Retention decisions don’t have to go through the IEP as they’re general education decisions as well, and you have every right to advocate for them outside of the process.
Common objections and how to respond
“Your child’s academic performance is at or above grade level.”
Yes, we’re aware that our child is intelligent and performing at grade level—but academics are only one piece of the puzzle. From a socio-emotional standpoint, they’re not ready for kindergarten. They struggle with [insert specific reasons, such as: emotional regulation, group transitions, separating from caregivers, engaging in cooperative play, or coping with frustration]. These are foundational skills for success in a classroom setting, and without them, academic ability alone won’t carry them. We’re asking for a placement that aligns with their whole development—not just academic abilities.”
“We are offering support and services that will help your child more than a grade placement change.”
We’re grateful for the offer of support and absolutely believe the services will help our child. But that doesn’t change the fact that [insert specific reasons—for example: they are significantly behind in emotional maturity, they are not developmentally ready for the demands of a kindergarten day, or they are showing signs of stress and overwhelm in structured settings. We feel strongly that the best path forward is not an either/or. Our child needs both: these support services and a grade placement that truly matches where they are developmentally.
“Your child will get bored because the curriculum will not be challenging enough.”
We understand the concern, but we’re not seeing boredom—we’re seeing overwhelm. Right now, our child isn’t struggling because the work is too easy; they’re struggling because the environment is too much. We’re not asking for a less challenging education—we’re asking for a foundation that fits where they are socially and emotionally. A child can’t access learning when they’re dysregulated or emotionally shut down. Once they’re developmentally ready, the academic growth will follow.
“Your child needs more mature students to serve as models.”
We’ve heard that argument, but modeling only works when a child is ready to observe, process, and imitate those behaviors. Right now, our child is still working on basic self-regulation and peer engagement—they’re not in a place where simply being around older or more mature students will translate into meaningful growth. Plus, there are plenty of mature students in the grade below. What they need is an environment that meets them where they are, with peers who are developmentally similar and teachers who can support them as they build those skills at their own pace.
“This is going to negatively impact your child’s self esteem.”
My child is only [insert age] and will not be aware that they are starting late. They also haven’t met their peers yet, so those in the classroom, who are very young as well, won’t be aware that my child could’ve started a grade ahead. It would be much worse for my child’s self esteem to push them forward before they are ready. Negative self esteem is more likely if they can’t keep up with the classroom work or struggle to connect with their peers.”
Alternative redshirting strategies parents use
Parents are often exhausted at the prospect of advocating for redshirting but still believe it would be best for their child. Here are some of the alternative strategies along with their pros and cons.
Hiring an attorney from the get-go
Some parents hire an attorney right away before they’ve even attended an IEP meeting. The benefit to this strategy is that you get a knowledgeable attorney (literally legal aid!) on the case right away. It also shows the district you’re serious. The con is that attorneys are extremely expensive. Most special education lawyers charge a pretty pricey retainer (something like a $7,500 minimum). School districts can reimburse attorney fees, but if you don’t have the cash on hand, hiring an attorney could be tough.
Private school for early grades
Private schools are much more flexible about late kindergarten starts. Their teams often conduct assessments during the application process and make individualized recommendations for grade placement. This can be a great option for some kids, especially those with extremely low support needs, but there are a few issues:
1) Private schools have no legal obligation to accommodate children with disabilities or behavioral challenges. They often don’t have the resources. If they can’t support your child, they can ask them to leave.
2) Private schools are expensive. I mean, need I say more?
3) Private schools often often won’t accept “challenging” children– they’re waitlisted, required to attend with a full-time 1:1 aide, or outright rejected.
Preschool for another year or “rolling the dice”
Some parents opt to keep their kid enrolled in preschool for an extra year, hoping that their district will allow their child to start kindergarten rather than first grade since that child has never actually done kindergarten. I call this strategy “rolling the dice” because you can’t guarantee that the school district will honor your request. If you choose this strategy, make sure your child is enrolled in a play-based preschool that offers something *very* divergent from the kindergarten curriculum. Also, have a back up plan.
Charter schools
Local charter schools are often more flexible about grade placement as they don’t have to follow the same policies as public schools. This strategy is imperfect– you’ll need to find a charter school that is willing to accept your child and is within reasonable driving distance. Charter schools are often not a great choice for kids with learning disabilities because they operate independently, meaning they are not part of established Special Education Local Plan Areas (SELPAs). This means they may not have access to a full continuum of services.
Out-of-district placement
Flexibility on grade placement varies from district to district, so you might have good luck transferring into a neighboring district. There are various hoops to jump through to gain an out-of-district placement, so you will need to check with your district on how to do it. Full disclosure: I’ve actually never seen anyone do this for grade placement in my county!
Homeschooling
Homeschooling can help you start your child late because it’s your choice. Let’s be real though. This is a nightmare option for many parents and can feel like an impossibility for those who work full-time. Even so, some families opt for homeschool charters that provide some basic support from teachers and educational resources. This is a good option if you’re already considering homeschooling. More information from the California Department of Education (CDE) about homeschooling here.
Moving away
Lol. This is a wild thing to do to get the grade placement you want but other states are 1000x more flexible, so maybe???
Special Education vs. No Special Education
Special education students are often the ones who benefit most from a late start, but usually get denied. This is because districts worry that they will get in trouble for retaining a student rather than providing special education services. Obviously, it’s not either/or. You can help a child in special education by providing a robust IEP and an adjusted grade placement.
Families are in a tough spot. Some children may not qualify for special ed but still benefit from a late start. These families may have less evidence that a late start is necessary. But they may also benefit from being able to advocate through other channels.
Sometimes, parents who are unclear about whether their child needs a special education assessment opt to focus on the grade. They reason, correctly, that once their child is in a specific grade, they can *then* advocate for other services. You have to be careful with this, though. A grade placement change will absolutely not fix all of a child’s challenges. If they have substantial struggles, you don’t want to send them into school without special education support. Proceed with caution!
Real life success stories
Here are some success stories from REAL people I know. I’ve changed names for privacy but these stories are 100% true. Cross my heart!
Not involving special ed
Grayson was born premature, struggled with fine motor skills, and was diagnosed with social pragmatic communication disorder at age 4.5. His birthday was just 10 days before the September 1st cutoff. Had he been born on his due date, he would’ve been 4 weeks after the cut off, placing him in the grade below. Grayson’s mother knew that her son would benefit from a late start to K and began advocating in January during enrollment. She was unsure if he would qualify for special ed services since he was doing so well in private preschool. She successfully solidified a late start to K for Grayson. She then asked for a special education assessment, and was told that the process would re-open the question of Grayson’s grade. Mom opted to have Grayson matriculate into Kindergarten and ask for a special education assessment as soon as he’d started.
Creative and continued escalation
Silas was diagnosed with ASD at age 3.5 and was born in July. His preschool teacher told his parents that Silas wasn’t ready for kindergarten and recommended that he do public TK instead. Parents asked the district for TK as part of the IEP process and presented a bevy of evidence. Their request was denied without consideration or discussion. The parents escalated the issue— first to the head of special ed, then the superintendent, and finally the district school board. In this case, the parents suggested that the district had predetermined Silas’s placement which is a violation of procedural safeguards, which say that school personnel should not make decisions about a child’s IEP or placement before meeting with parents.
A straightforward case presented to the IEP team
Born in June, Arjun was born with a rare microdeletion that caused some delays, though he still was able to participate in a general education classroom. As part of the IEP process, his parents provided evidence that Arjun should start Kindergarten at age 6. Justification for K grade retention was presented as part of the IEP process. The district granted the request without any argument.
Rolling the dice and playing dumb
Raychel had ADHD and a summer birthday without an IEP or 504. Raychel struggled with emotional regulation, so her parents sent her to an extra year of play-based private preschool, rolling the dice and hoping for a kindergarten placement the following year. When the time came, the district automatically enrolled Raychel in first grade. The parents played dumb with the district— “we didn’t know this would happen!!!” The district gave the parent’s a grade placement change request form, which the family submitted with evidence. Raychel was granted permission to start kindergarten.
Continued asks, a lot of evidence, and a successful retention in grade 1
Rahul was born in August with a diagnosis of ADHD and ASD. Before he began kindergarten, parents asked for a late start and were denied. Despite having an IEP, Rahul struggled through kindergarten. His parents asked that he repeat Kindergarten– and were again denied. Then came first grade. At the end of the school year, the parents still believed that Rahul would benefit from retention. They hired an advocate and educational consultant who helped them prepare a case. Rahul was allowed to repeat first grade.
Legal help from the start
Before any conversations about grade placement or special ed services occurred, parents hired a special education attorney to advocate for a grade placement change as well as a number of other services. It was a long and expensive process (though much of the expense was later reimbursed by the district), but their child was granted the change and was able to start TK at age 5 and K at age 6.
Frequently asked questions about redshirting, grade placement changes, and retention in California
What is the official guidance on grade retention in California?
In California, grade retention policies are governed by the California Education Code, with specific guidelines outlined in Sections 48070 to 48070.6.
The reason grade placement flexibility varies by district is because “state law requires every school district and county board of education to have an approved policy on promotion and retention” that specifies the criteria for promotion and retention. It’s a good idea to get your hands on the district policy. The CDE recommends asking the district’s superintendent office for a copy. Sometimes, these copies are available online.
You can find information about California’s laws around Pupil Promotion & Retention here.
Why are districts so resistant to grade retention and late kindergarten placement?
Districts in California are often resistant to grade retention and late kindergarten placement for a mix of legal, financial, and philosophical reasons.
Historically, grade retention was used as a default solution for students who were struggling, especially those from marginalized communities.
School funding is tied to average daily attendance. Delaying a child’s start in kindergarten—or holding them back—means one less student in a seat, and potentially less funding. This financial disincentive quietly shapes how districts respond, especially in underfunded schools.
Retention may be viewed as a denial of FAPE (Free Appropriate Public Education) if used instead of proper services.
Districts worry that allowing flexible grade placement can create equity issues. Families with more resources—financial, informational, or legal—are often the ones who know to request late starts or push for retention. They can afford an extra year of preschool, private therapies, or even to homeschool while they wait. Meanwhile, families without those options might be forced to send children to transitional kindergarten or kindergarten before they’re ready. Districts fear that endorsing grade placement changes could reinforce privilege gaps rather than close them. This is a valid concern—but the solution isn’t blanket denial. It’s creating clear, accessible pathways for all families to make developmentally appropriate choices for their kids.
What is the difference between California’s transitional kindergarten (TK) curriculum and the kindergarten curriculum?
In California, Transitional Kindergarten (TK) is the first year of a two-year kindergarten program designed for children who turn five between September 2 and April 2. TK uses a modified kindergarten curriculum that’s more play-based and developmentally appropriate, focusing on foundational skills like social-emotional growth, early literacy, and numeracy. In contrast, Kindergarten follows the Common Core State Standards with a stronger emphasis on academic instruction, preparing students for first grade. TK classrooms typically have smaller ratios and teachers with early childhood training, while Kindergarten classrooms operate more like traditional elementary settings. The goal of TK is to give younger or developmentally young students an extra year to build the skills they need to thrive in school.
California state law and information regarding admission to kindergarten
Why is this easy to do in other states and not in California?
Honestly, I don’t really know and it effin’ bothers me. Here’s a guess though. In many other states, parents have more flexibility around grade placement because kindergarten is either mandatory or treated more flexibly at the district level. In California, kindergarten isn’t required—so once you enroll, districts often expect strict adherence to grade-level progression. The state also enforces a firm September 1 cutoff date, leaving little room for discretion. Districts worry that allowing late starts or retention could create equity issues, particularly if only well-resourced families can take advantage of it. They’re also cautious about legal risks, especially for students with disabilities, fearing that retention could be seen as a denial of services. Add to that a funding model tied to daily attendance and a policy culture that discourages individual exceptions, and it becomes much harder to make flexible, developmentally appropriate placement decisions in California.
Where can I go if I need help advocating for redshirting or grade retention?
If you’re trying to advocate for a delayed kindergarten start or grade retention in California, you can hire a non-attorney IEP advocate or attorney who specializes in early childhood placement issues. These professionals understand how to navigate the intersection of general education placement, special education law, and district resistance—and can help you build a strong case backed by data and developmental evidence.
You can also gather support from preschool teachers, private therapists, or your local SELPA (Special Education Local Plan Area), who can provide documentation or guidance. If your request is blocked at the school level, escalate to the district’s Director of Student Services or your County Office of Education.
If I send my child to an extra year of preschool when they are technically kindergarten eligible, will the district start them in first grade?
Lots of parents ask this question and unfortunately there is not a straightforward answer. It’s definitely rolling the dice, but I believe that you can likely secure kindergarten placement in this scenario.
If you send your child to an extra year of preschool, be sure that it is not a formal kindergarten program. Some families document this with a letter from the preschool stating the program was a preschool or TK, not kindergarten. Sometimes, district leaders will go and observe the school to make sure that the curriculum differs substantially from kindergarten.
Since there is no guarantee, I recommend having a back up plan if you choose this route. You either need to be ok with first grade, be willing to send your child to a private school that honors your placement choice for a couple of years, or find another alternative solution.
