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Ansari, Arya; Gottfried, Michael A. – Child Development, 2021
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students' school performance in the United States. Students who were more frequently absent in any year of…
Descriptors: Attendance, Kindergarten, Grade 1, Grade 2
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Gottfried, Michael A. – Early Education and Development, 2016
Research Findings: Relying on a newly released national data set of kindergarten students from the 2010-2011 school year (Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among…
Descriptors: Children, Longitudinal Studies, Kindergarten, Student Diversity
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Gottfried, Michael A. – School Effectiveness and School Improvement, 2015
Empirically, the link between classmate ability and individual-level student achievement has been established. And yet, within the scope of this body of literature, there is a dearth of studies examining if a relationship also persists between classmate ability and non-achievement outcomes--that is, social skills. This article fills this research…
Descriptors: Academic Ability, Interpersonal Competence, Longitudinal Studies, Academic Achievement
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Gottfried, Michael A. – Journal of Education for Students Placed at Risk, 2014
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…
Descriptors: Attendance, Kindergarten, Young Children, Academic Achievement
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Gottfried, Michael A.; Le, Vi-Nhuan – American Educational Research Journal, 2016
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children's outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by…
Descriptors: Kindergarten, School Schedules, Disabilities, Academic Achievement
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Gottfried, Michael A.; Harven, Aletha – Journal of Educational Research, 2015
The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage…
Descriptors: Classroom Environment, Gender Issues, Peer Relationship, Emotional Disturbances