Abstract
Research suggests that elementary school absenteeism can contribute to deficits in achievement. It is less clear how the timing and growth in rates of attendance shape early elementary school achievement. The present study examined the role of absenteeism in pre-K and early elementary school in the context of third-grade achievement, along with differences based on gender and socioeconomic status. Aims were examined with a sample from an urban school district (N = 854). Overall, attendance rates were stable across early elementary school. Neither initial days attended nor changes over time were significantly associated with reading achievement in third grade for the sample as a whole. Among boys and low-income children, more days attended in pre-K was significantly associated with higher reading scores in third grade. Results are discussed in terms of early elementary attendance policies and practices for working with students who miss days of school.
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