Chronically absent preschoolers are much more likely to stay chronically absent, and each successive year of chronic absenteeism compounds risk of low second-grade reading¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Roughly one-third of chronically absent four-year-old preschoolers continue to be chronically absent kindergarteners, compared with 7 percent of non-chronically absent four-year-olds. → Ehrlich 2014 q3 i? Chronically absent preschool children are five times more likely to be chronically absent in second grade than their non-chronically absent preschool peers. → Ehrlich 2014 (2) q3 i? Second-graders chronically absent every year since preschool are, on average, close to the threshold for needing intensive reading intervention to read at grade level by third grade. → Ehrlich 2014 (3)

Evidence¶

Ehrlich 2014¶

Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., Allensworth, E. M., Moore, P., Jagesic, S., & Sorice, E. (2014). Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons

q3 · i? · associational · r2

Longitudinal analysis following CPS preschool students into kindergarten, comparing subsequent chronic absenteeism of chronically versus non-chronically absent four-year-olds. The report describes this as "a detrimental pattern that often continues into elementary school."

"While just 7 percent of non-chronically absent four-year-old students go on to be chronically absent in kindergarten, roughly one-third of chronically absent four-year-old preschoolers continue to be chronically absent kindergarteners."

Ehrlich 2014 (2)¶

Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., Allensworth, E. M., Moore, P., Jagesic, S., & Sorice, E. (2014). Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons

q3 · i? · associational · r2

Longitudinal analysis of attendance records from preschool through second grade showing persistence of chronic absenteeism into the elementary grades.

"chronically absent preschool children are five times more likely to be chronically absent in second grade than their non-chronically absent preschool peers."

Ehrlich 2014 (3)¶

Ehrlich, S. B., Gwynne, J. A., Pareja, A. S., Allensworth, E. M., Moore, P., Jagesic, S., & Sorice, E. (2014). Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons

q3 · i? · associational · r2

Analysis of second-grade reading outcomes by cumulative years of chronic absenteeism between preschool and second grade; students with multiple years of chronic absenteeism had significantly lower end-of-second-grade learning outcomes than peers without early chronic absence.

"second-graders who have been chronically absent every year since preschool are, on average, close to the threshold for needing intensive reading intervention in order to be reading at grade level by third grade."

Discussion¶

Related Claims¶

• Low attendance is linked with lower academic skills, grades, and high school graduation, and high attendance with higher ones — the general claim this finding bears on, with the studies behind it
• Students chronically absent in preschool are five times more likely to be chronically absent in second grade than their non-chronically absent preschool peers — related
• Students chronically absent for multiple years between preschool and second grade have significantly lower second-grade reading outcomes, approaching the threshold for needing intensive reading intervention — related
• Students chronically absent for multiple years exhibit need for significant intervention to read at grade level by third grade — related
• Chronic absenteeism is extremely common among preschool students and declines substantially when children enter kindergarten — related
• Kindergarten test scores from more than 400,000 U.S. students contain patterns that can predict academic success or identify students at risk of falling further behind by third grade — related
• Students chronically absent (10%+) in the prior year start the following school year 0.22 to 0.47 SDs lower in mathematics than peers with no prior-year absences — related
• Chronically absent students show worse reading, test, suspension, dropout, and postsecondary outcomes — related
• Kindergarten test scores show patterns that can predict academic success or identify students at risk of falling further behind by third grade — related
• Attendance in pre-kindergarten and kindergarten is important, and early-grade chronic absenteeism has identifiable risk factors — related