School Absenteeism through the Transition to Kindergarten

Autor/inn/en	Ansari, Arya; Purtell, Kelly M.
Titel	School Absenteeism through the Transition to Kindergarten
Quelle	In: Journal of Education for Students Placed at Risk, 23 (2018) 1-2, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1438202
Schlagwörter	Attendance; Kindergarten; Disadvantaged Youth; Preschool Education; Mathematics Achievement; Reading Achievement; Language Acquisition; Educational Policy; Surveys; Statistical Analysis; Intelligence Tests; Verbal Ability; Vocabulary; Predictor Variables; Correlation; Achievement Tests; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Anwesenheit; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sprachaneignung; Spracherwerb; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Statistische Analyse; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Prädiktor; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01