Absenteeism across the Early Elementary Grades

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-10-13 DOI:10.1086/711053
S. Anderson, Katelyn F. Romm
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引用次数: 6

Abstract

Research suggests that elementary school absenteeism can contribute to deficits in achievement. It is less clear how the timing and growth in rates of attendance shape early elementary school achievement. The present study examined the role of absenteeism in pre-K and early elementary school in the context of third-grade achievement, along with differences based on gender and socioeconomic status. Aims were examined with a sample from an urban school district (N = 854). Overall, attendance rates were stable across early elementary school. Neither initial days attended nor changes over time were significantly associated with reading achievement in third grade for the sample as a whole. Among boys and low-income children, more days attended in pre-K was significantly associated with higher reading scores in third grade. Results are discussed in terms of early elementary attendance policies and practices for working with students who miss days of school.
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小学低年级的旷课现象
研究表明,小学旷课会导致成绩下降。目前尚不清楚入学率的时间和增长是如何影响早期小学成绩的。本研究考察了K前和小学早期旷课在三年级成绩中的作用,以及基于性别和社会经济地位的差异。目的是用一个城市学区的样本(N=854)进行检验的。总体而言,整个小学早期的入学率是稳定的。对于整个样本来说,最初参加的天数和随时间的变化都与三年级的阅读成绩没有显著关联。在男孩和低收入儿童中,学前教育的天数越多,三年级的阅读成绩就越高。结果从小学早期出勤政策和与缺课学生合作的实践方面进行了讨论。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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