Early Child Education, Chronic Absence, and Achievement

• In Event: 46.055 - Research Topics in Early Childhood Programs

Abstract

Early chronic absence can be a major barrier to children’s educational success. Preventing patterns of chronic absenteeism from emerging through high-quality PreK may be one effective strategy for addressing this problem. This study examines the relationships between Child-Parent Center participation and chronic absence in kindergarten, as well as potential negative consequences of chronic absence on early achievement. Findings indicate that participation in CPC PreK was associated with reduced odds of chronic absence in kindergarten. When CPC PreK was followed by a full-day kindergarten program, the greatest benefits were realized for children, especially those in the highest-risk group. Kindergarten chronic absence was associated with negative effects on kindergarten reading achievement for all groups.

Authors

• Nicole Smerillo, University of Minnesota - Twin Cities

• Suh-Ruu Ou, University of Minnesota - Twin Cities

• Arthur J. Reynolds, University of Minnesota - Twin Cities

• Judy Temple, University of Minnesota - Twin Cities