ERIC Number: EJ1045001
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Chronic Absenteeism and Its Effects on Students' Academic and Socioemotional Outcomes
Gottfried, Michael A.
Journal of Education for Students Placed at Risk, v19 n2 p53-75 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 nationally representative dataset of kindergarten students from the 2010-2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes. The findings suggest that chronic absenteeism reduces math and reading achievement outcomes, reduces educational engagement, and decreases social engagement. Hence, this study offers new evidence on how an undermeasured aspect of missing school impedes students' attainment. Implications for policy and practice are discussed.
Descriptors: Attendance, Kindergarten, Young Children, Academic Achievement, Social Development, Mathematics Achievement, Reading Achievement, Learner Engagement, Interpersonal Relationship, Interpersonal Competence, Correlation, National Surveys, Measures (Individuals), Differences, Effect Size, Regression (Statistics), Emotional Development
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey