Child development, 2018-07, Vol.89 (4), p.1088-1098
2018
Details
- Autor(en) / Beteiligte
- Titel
- Absenteeism in Head Start and Children's Academic Learning
- Ist Teil von
- Child development, 2018-07, Vol.89 (4), p.1088-1098
- Ort / Verlag
- United States: Wiley for the Society for Research in Child Development
- Erscheinungsjahr
- 2018
- Link zum Volltext
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Using nationally representative data from the Family and Child Experiences Survey 2009 cohort (n = 2,842), this study examined the implications of 3- and 4-year-old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were chronically absent, demonstrated fewer gains in areas of math and literacy during the preschool year. Moreover, excessive absenteeism was found to detract from the potential benefits of quality preschool education and was especially problematic for the early learning of children who entered the Head Start program with a less developed skill set. Implications for policy and practice are discussed.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0009-3920eISSN: 1467-8624DOI: 10.1111/cdev.12800Titel-ID: cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_5685942
- Format
- –
- Schlagworte
- Absenteeism, Academic Achievement, Attendance Patterns, Children, Cohort Analysis, Correlation, Early Childhood Education, Early Intervention, EMPIRICAL REPORTS, Experience, Family (Sociological Unit), Federal Programs, Head Start project, Learning, Literacy, Low Income Students, Outcomes of Education, Preschool Children, Preschool Education, Regression (Statistics), Scores, Statistical Analysis, Surveys