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My opinion is not based on finances or anything other than my son. My husband and I both feel it is in his best interest to give him an early start. I am a stay-at-home mom so it’s not a matter of being able to afford daycare for him or whatever – he is ready and I’m positive that a year from now, when we want to start him that he will be more than ready. It’s just sad that there aren’t better alternatives to meet the needs of those who are ahead of the rest instead of pushing them to be with the rest just because their birthday may be a few weeks late.

The statistics alone that indicate older children in the class performing worse and/or opting to drop out in higher rates is enough to maintain my belief that this is a bad idea. My daughter will be 5 in mid-Sept. and will have to wait a full year to be the oldest kid in class? Then, the assessments used to determine early-admit are unavailable for parents to peruse beforehand and you are given no info on what your child was even assessed on… (I live in PG County, MD).

This is not a good thing on any level.

First, all policies designed to generate savings by squeezing a balloon should be inherently suspect. No one is proposing denying a 12th year of education to anyone, so the notion that we are “saving” anything in the long run by sending 12.5% of the population to school one year later is ludicrous. All we’re doing is shifting the costs from one year to the next. There may be good reasons for doing this, but fiscal savings is not among them.

Second, the fiscal note assumes that if the change in the eligibility date reduces the size of the 2009 entering kindergarten class by 15,360, it will continue to reduce the size of the group by the same number all the way through year 12. Setting aside the inevitable fact that some kids will die, and many more will move to other states, the only way the difference can remain at 15,360 from K-12 is if the whole bit about reducing dropout rates was a lie. To the extent the new policy really does reduce dropout rates, that means the 15,360 figure will get progressively smaller over the years, with each subsequent class being a bit larger than it otherwise would be (basically everyone who’s there now, plus those who were dissuaded from dropping out). Again, that may be a good thing from a pedagogical standpoint, but a money-saver it ain’t.

Third, even if are to assume that the bill really will yield a one-time 12.5% reduction in each class from kindergarten in 2009-10 through 12th grade in 2021-22, that’s not going to translate into 12.5% savings for any school’s budget. If a school district knew it could anticipate 12.5% fewer kindergarteners from 2009 into the foreseeable future, it could lay off 12.5% of its kindergarten teachers, close 12.5% of its schools, or whatever. But if it knows it’s only going to get the artificially small class for one year, it can’t lay off 12.5% of the work force and expect them to be available for re-hire a year later. The only way it can come close to realizing a 12.5% savings is to shuffle teachers around from one grade to the next, with the extra kindergarten teachers teaching grades 1-3 in 2009-10, extra first grade teachers teaching kindergarten and grades 2-3 in 2010-11, and so on. More likely, we’d just keep the schools and staff we have now, with one group having unusually small class size for a year, with big “savings” in ADA funny-money, but no measurable savings in actual dollars to the taxpayer or the state.

Fourth, the only clear and indisuptable effect of this law is to delay education (and therefore, gainful employment) to 12.5% of the population for one year. That the same kids will start paying taxes one year later, and probably make less every year after that due to one less year of job experience. This will impose a real cost to the state, and unlike this phony “savings,” it won’t just apply to the one class beginning in 2009, but to every class that follows.