Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs

Abstract

Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children (N = 20,414) enrolled in a state-funded public prekindergarten program within an urban county (N = 1,720 classrooms, N = 922 programs). Measures included linked administrative data on preschool attendance and program-administered direct assessments of oral language, literacy, and mathematics. Latent growth curve analysis (LGCA) found that attendance rates were associated with greater rates of change in all academic skills across the preschool year, controlling for child demographic covariates, preschool program provider type, and neighborhood risk. In addition, higher attendance benefited children more who entered preschool with lower initial academic skills as compared to children who entered preschool with higher academic skills. Implications of the findings, including future directions, and application to early childhood education policy and practice are shared.