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The Grade-Level and Cumulative Outcomes of Absenteeism.
Arya Ansari1, Michael A Gottfried2
1The Ohio State University.
Child Development
|March 19, 2021
Summary
Frequent school absenteeism in elementary school negatively impacts academic, executive function, and socioemotional development. Consistent absence throughout these years leads to long-term, cumulative negative outcomes for students.
Area of Science:
- Education
- Developmental Psychology
- Public Health
Background:
- School absenteeism is a significant concern in early education.
- Understanding the long-term impact of absenteeism on child development is crucial.
Purpose of the Study:
- To examine the grade-level and cumulative effects of school absenteeism on student outcomes from kindergarten to fifth grade.
- To investigate the associations between absenteeism and academic, executive function, and socioemotional development.
Main Methods:
- Utilized nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (n=14,370).
- Analyzed absenteeism patterns from kindergarten through fifth grade and their correlation with student outcomes.
Main Results:
- Higher absenteeism in any elementary school year was linked to lower academic, executive function, and socioemotional outcomes.
- Cumulative absenteeism showed stronger negative associations with long-term developmental outcomes.
- Negative impacts of absenteeism were more pronounced for Black students compared to White students.
Conclusions:
- School absenteeism, especially when consistent, has detrimental cumulative effects on multiple developmental domains.
- Early interventions addressing absenteeism are critical for improving long-term student success.
- Disparities in the impact of absenteeism warrant further investigation and targeted support.
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