Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study

Authors

DOI:

https://doi.org/10.55016/ojs/ajer.v70i1.76497

Abstract

Socioeconomically Marginalized Youth of Color (SMYoC) across global contexts tend to receive lower academic grades and standardized test scores due to systemic racism and classism. Research suggests that preschool enrollment is associated with short-term positive academic effects, yet little is known about how absenteeism relates to later academic outcomes particularly among SMYoC. This is a crucial area of study as preschool can help to close opportunity gaps and promote educational equity, yet absenteeism may buffer its benefits. The present study investigated long-term associations between preschool absenteeism and academic outcomes and whether later absenteeism mediates this association among SMYoC in New York City. Analyses revealed significant negative associations between preschool absenteeism and both math and English language arts achievement in third through sixth grades. Additionally, we found mediation effects of assessment grade absenteeism (i.e., absenteeism rate during the year of the assessment) in third and sixth-grade math. Results highlight the importance of identifying strategies to increase preschool attendance rates to support academic outcomes.

Keywords: attendance, absenteeism, opportunity gap, academic outcomes, preschool

Partout au monde, les jeunes de couleur marginalisés sur le plan socio-économique ont tendance à obtenir de moins bonnes notes à l'école et de moins bons résultats aux tests standardisés en raison du racisme systémique et du classisme. La recherche suggère que l'inscription à l'école maternelle est associée à des retombées scolaires positives à court terme, mais on sait peu de choses sur la façon dont l'absentéisme est lié aux résultats scolaires ultérieurs, en particulier chez ces jeunes. Il s'agit d'un domaine d'étude crucial, car si l'éducation préscolaire offre la possibilité de combler l’inégalité des chances et de promouvoir l'équité en matière d'éducation, l'absentéisme peut en atténuer les avantages. La présente étude a examiné les associations à long terme entre l'absentéisme préscolaire et les résultats scolaires et a cherché à déterminer si l'absentéisme ultérieur jouait un rôle médiateur dans cette association parmi les jeunes de couleur défavorisés de la ville de New York. Les analyses ont révélé des associations négatives significatives entre l'absentéisme préscolaire et les résultats en mathématiques et en anglais en troisième et en sixième année. En outre, nous avons trouvé des effets de médiation de l'absentéisme au cours de l'évaluation (c'est-à-dire le taux d'absentéisme au cours de l'année de l'évaluation) en mathématiques en troisième et en sixième année. Les résultats soulignent l'importance d'identifier des stratégies pour augmenter les taux d'assiduité des enfants d'âge préscolaire afin de favoriser les résultats scolaires.

Mots-clés : assiduité, absentéisme, inégalité des chances, résultats scolaires, préscolaire

Author Biographies

Peter D. Goldie, Montclair State University

Peter D. Goldie is a third-year student in the Clinical Psychology PhD program and adjunct faculty member at Montclair State University. His research centers on queerphobia, racism, and other systemic oppressions. They received their Bachelor’s degree in Applied Psychology from New York University and Master’s degree in Counseling and Mental Health Services from the University of Pennsylvania. His research has been published in journals across disciplines, including Perspectives on Psychological Science, SN Social Sciences, and Journal of Homosexuality.

Frances C. Hogan, New York University

Frances C. Hogan is an adjunct faculty member in the departments of Teaching and Learning and Applied Psychology at New York University's Steinhardt School of Culture, Education, and Human Development. She is a former Residency Director and Field Mentor for graduate and undergraduate students in early childhood, childhood, secondary, and special education. She received her Master's in Human Rights Studies from Columbia University and is currently a Doctoral Candidate in Teaching and Learning with a focus on Early Childhood Education at New York University.

Jill Gandhi, Columbia University

Jill Gandhi is a Research Scientist in the Bridge department of NORC at the University of Chicago. Her research focuses on the role of early childhood care and education in children’s developmental outcomes and their families’ well-being. In her current role, she contributes to several mixed-methods research projects on early childhood care and education programs funded by the Office of Planning, Research, and Evaluation. Gandhi received her PhD in Developmental Psychology from New York University.

Erin E. O'Connor, New York University

Erin O’Connor is a Professor in Teaching and Learning at New York University’s Steinhardt School of Culture, Education, and Human Development, and Program Leader for Early Childhood at NYU. She is also the Chief of Education at Cooper. She received her doctorate in Human Development and Psychology from Harvard University, a masters in School Psychology from Columbia University and a masters in teaching from Fordham University. Her research focuses on development within the context of social interactions. She has over 50 publications in peer-reviewed journals with more than 3,000 citations.

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Published

2024-03-13

How to Cite

Goldie, P. D., Hogan, F. C., Gandhi, J., & O’Connor, E. E. (2024). Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study. Alberta Journal of Educational Research, 70(1), 12–36. https://doi.org/10.55016/ojs/ajer.v70i1.76497

Issue

Vol. 70 No. 1 (2024): Spring

Section

ARTICLES

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