ERIC Number: EJ1455230
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2332-8584
Exploring Patterns of Absenteeism from Prekindergarten through Early Elementary School and Their Associations with Children's Academic Outcomes
AERA Open, v10 n1 2024
Using statewide administrative data from a sample of children enrolled in public prekindergarten (pre-K) programs in Massachusetts, I examined heterogeneity in children's absenteeism patterns from pre-K to Grade 3 and linked these patterns to their Grade 3 academic outcomes. After latent class growth analysis, six absenteeism patterns emerged. The vast majority of children (85%) had consistently low absenteeism, and only a small percentage of children (1%) demonstrated consistently high absenteeism. Four patterns showed variation in absenteeism over time, with two characterized by high absenteeism in only the pre-K year, another with a peak during kindergarten, and a final one with rising absenteeism across grades. Children with always low absenteeism had higher average English language arts and math scores than did children in the other patterns, and children in the two high pre-K absenteeism patterns and peak in kindergarten pattern had higher math scores than those with rising and always high absenteeism patterns.
Descriptors: Attendance Patterns, Preschool Children, Elementary School Students, Primary Education, Outcomes of Education, Academic Achievement, At Risk Students, Scores, Language Arts, Mathematics Achievement, Early Childhood Education
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Massachusetts
IES Funded: Yes
Grant or Contract Numbers: R305B150010