school districts, for its results are futile and saliently adverse. The reality of this ineffectual method entails “The advantage that relatively older students enjoy is not a function of their age, but of the quality of the academic preparation that they receive in preschool, daycare, and at home” (Chen). True advantages in one’s scholastic achievements are not affiliated with a postponed education. Regardless, families believe interfering with children's pedagogic progress gives them a “leg up” before entering school, yet this vain process is not ministering parents with what they want: their child's triumph. Unfortunately, their expectations will not be met through this faulty initiative. Redshirting may never be beneficial to its participants; however, its senselessness is not its only defect. For instance, the dire ramifications are blatantly clear “- if you separate the ‘talented’ from the ‘untalented;’ and if you provide the talented with a superior experience, then you're going to end up giving a huge advantage to that small group closest to the cutoff date” (Gladwell