Chronic Absenteeism and Its Effects on Students' Academic and Socioemotional Outcomes

Autor/in	Gottfried, Michael A.
Titel	Chronic Absenteeism and Its Effects on Students' Academic and Socioemotional Outcomes
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 2, S.53-75 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.962696
Schlagwörter	Attendance; Kindergarten; Young Children; Academic Achievement; Social Development; Mathematics Achievement; Reading Achievement; Learner Engagement; Interpersonal Relationship; Interpersonal Competence; Correlation; National Surveys; Measures (Individuals); Differences; Effect Size; Regression (Statistics); Emotional Development; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Anwesenheit; Frühe Kindheit; Schulleistung; Soziale Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Korrelation; Messdaten; Unterscheiden; Regression; Regressionsanalyse; Gefühlsbildung
Abstract	Recent policy dialogue suggests that chronic absenteeism is not only underdocumented, but is also detrimental to the success of students as early as kindergarten. That said, almost no empirical research has examined the effects of chronic absenteeism on student outcomes. This study addresses this underresearched issue in more depth. Using a nationally representative dataset of kindergarten students from the 2010-2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes. The findings suggest that chronic absenteeism reduces math and reading achievement outcomes, reduces educational engagement, and decreases social engagement. Hence, this study offers new evidence on how an undermeasured aspect of missing school impedes students' attainment. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10