Chicago Study: Preschool Absences Predict Student Learning Struggles in Later Grades
Students who were chronically absent as preschoolers lagged in academic and social-emotional development, and were five times more likely to be chronically absent in second grade, according to a new study from the University of ChicagoConsortium on Chicago School Research.
The study has implications for schools and communities beyond the Windy City, said Hedy Chang, director of Attendance Works, a national advocacy group.
"People tend to think of attendance as a middle and high school problem, but this study demonstrates conclusively that attendance matters as early as pre-kindergarten,” Chang said in a statement. “We keep talking about the value of early education, but it’s only valuable if children show up regularly so they get the most out of the enriched learning experience.”
Chronic absenteeism is defined by researchers as missing at least 10 percent of the academic year's instructional days. The consortium's study covered the 2008-2012 academic years in the nation's third-largest school district. Four different programs
The study has implications for schools and communities beyond the Windy City, said Hedy Chang, director of Attendance Works, a national advocacy group.
"People tend to think of attendance as a middle and high school problem, but this study demonstrates conclusively that attendance matters as early as pre-kindergarten,” Chang said in a statement. “We keep talking about the value of early education, but it’s only valuable if children show up regularly so they get the most out of the enriched learning experience.”
Chronic absenteeism is defined by researchers as missing at least 10 percent of the academic year's instructional days. The consortium's study covered the 2008-2012 academic years in the nation's third-largest school district. Four different programs
