{"title":"Absenteeism across the Early Elementary Grades","authors":"S. Anderson, Katelyn F. Romm","doi":"10.1086/711053","DOIUrl":null,"url":null,"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.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"179 - 196"},"PeriodicalIF":1.2000,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711053","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/711053","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.