Of course, the curriculum director was concerned about gaps. And the principal talked a lot about social issues.
Having been there and done that, these two statements are red flags to me.
The "gaps" argument should never be accepted:
1) There's almost nothing to have a gap about at the K level.
2) Scientific and anecdotal evidence agree that a gifted kid will figure out anything they missed early on pretty quickly, and any gaps will pass almost unnoticed.
3) The child can be tested to identify any gaps, so they can be immediately addressed.
The social argument does have some merit, but that depends entirely on the specific child in question. You have to answer that one objectively. However... it is a common myth embraced by school administrators that same-age grouping is critical to social success. The research says they're dead wrong... ability grouping is far more successful than age grouping.
And again, since your kid is already as old as the first graders, I don't even see this as an issue.
My wariness is born of a school system that adamantly opposes grade acceleration, and who promises a whole range of differentiation in the classroom that has yet to materialize. I hope you have a better outcome, but it helps to be prepared if you don't.
This'll help:
http://www.accelerationinstitute.org/Nation_Deceived/Get_Report.aspx
