Consistent Attendance Predicts Rates of Growth in Language/Literacy and Mathematics Skills in Preschool

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - Education, Schooling

Abstract

There is a growing interest in preschool children’s attendance rates, barriers children and families face when trying to attend school, and the implications of consistently or inconsistently, attending preschool. Given that early education can be a child’s first experience in the school setting, the preschool period serves as an opportunity to promote and develop consistent attendance patterns (Gottfried, 2015). Research on preschool attendance has shown that preschool attendance is associated with later attendance once children begin formal education (Connolly & Olson, 2012; Ehrlich et al., 2014), which is particularly important because the percentage of 3- and 4-year-old students who are chronically absent (missing at least 10% of enrolled school days) is high (between 25 and 40%; Dubay & Holla 2015; 2016; Ehrlich et al. 2014). Preschool attendance is also associated with children’s academic achievement. Preschool children who do not attend school consistently show fewer gains in literacy and mathematics skills during the school year (Ansari & Purtell, 2018). These associations are maintained longitudinally; preschoolers who do not attend school consistently score lower on language and mathematics skills in kindergarten and through second grade (Ehrlich et al., 2014). Despite the importance of preschool attendance as a predictor of children’s later academic achievement, little is known about how preschool attendance is associated with growth in academic skills during preschool and how attendance may protect children who are at risk of lower academic achievement. To address this gap, the purpose of the present study was to examine associations between preschool attendance rates and language/literacy and mathematics skills using latent growth curve analysis (LGCA) and to determine if attendance serves as a protective factor for children living in vulnerable neighborhoods or who have low initial academic skills.
Participants in the study included 20,414 preschool children enrolled in 1,720 classrooms across 922 state funded prekindergarten program in the Southeastern United States. The diverse sample included children ranging in age from 48 to 59 months (M=53.60, SD=3.52), where 49% were boys, and had an ethnic composition of 24% Black/African American, 68% Hispanic, 6% White/Caucasian, and 2% of another race. Children’s attendance rate throughout the year was calculated using administrative data, and the Florida Voluntary Prekindergarten Assessment (VPK; FLDOE, 2013b) was used to assess the language, literacy, and mathematics skills of children.
Results of the LGCA revealed that children who attended preschool consistently had greater rates of change in all academic skills across the preschool year, controlling for child covariates, provider type, and neighborhood risk. Notably, attendance served as a protective factor for children who entered preschool with low initial academic skills. Table 1 displays the parameter estimates for the initial status and rates of growth for predictors of mathematics achievement.
Implications of this study include promoting high rates of attendance for all preschool children, especially for children who have lower initial academic skills, to support their academic achievement in preschool and promote school readiness.

Authors

• Jhonelle Bailey, University of Virginia - Charlottesville
  Non-Presenting Author

• Rebecca J. Bulotsky Shearer, University of Miami
  Presenting Author

• Stephanie Custode, University of Miami
  Non-Presenting Author

• Jenna Nicole Futterer, University of Miami
  Non-Presenting Author

• Astrid Pena, University of Miami
  Non-Presenting Author

• Angelica Gonzalez
  Non-Presenting Author

• Andjela Vulovic, University of Miami
  Non-Presenting Author