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Absenteeism in Head Start and Children's Academic Learning.
Arya Ansari1, Kelly M Purtell2
1University of Virginia.
Child Development
|May 17, 2017
Summary
Frequent preschool absences, particularly chronic absenteeism, hinder early academic gains in math and literacy. This impacts the benefits of quality education, especially for disadvantaged children.
Area of Science:
- Early Childhood Education
- Educational Psychology
- Child Development
Background:
- Preschool attendance is crucial for early academic development.
- Chronic absenteeism in early education is a growing concern.
- Head Start programs aim to provide quality education for low-income children.
Purpose of the Study:
- To investigate the impact of absences on early academic learning in Head Start.
- To determine if chronic absenteeism affects math and literacy gains.
- To explore if absenteeism disproportionately affects vulnerable children.
Main Methods:
- Analysis of nationally representative data from the Family and Child Experiences Survey 2009 cohort (n=2,842).
- Examined the relationship between absenteeism (3- and 4-year-olds) and academic progress.
- Statistical analysis to identify significant associations.
Main Results:
- Children with higher absenteeism showed fewer gains in math and literacy.
- Chronic absenteeism was linked to significantly diminished academic progress.
- Excessive absences reduced the benefits of quality preschool, especially for children with lower initial skill sets.
Conclusions:
- Reducing preschool absenteeism is critical for maximizing early academic outcomes.
- Interventions addressing chronic absenteeism are needed in Head Start programs.
- Targeted support for children with lower skill sets may mitigate the negative effects of absenteeism.
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