Under what conditions does missing school matter most? Examining associations between absenteeism and child outcomes in Head Start

Abstract

Although prior research has shown that preschoolers’ absenteeism is negatively associated with their learning and developmental outcomes, few studies have examined the conditions under which absenteeism matters more versus less. This study reproduces research exploring differences in these associations across different levels of preschool classroom quality and extends this literature by considering the role of children’s home learning environments. Using data from the Head Start Family and Child Experiences Survey, 2009 Cohort, results showed that associations between children’s absenteeism rates and children’s language, literacy, and approaches to learning skills varied by levels of classroom quality experienced. These joint associations differed by development outcome. Moreover, high levels of household stimulation were found to buffer the negative associations between absenteeism and children’s literacy skills. Finally, results showed little evidence for meaningful differences in the associations between children’s absenteeism, classroom quality, and developmental outcomes based on levels of household stimulation. Findings highlight the importance of considering how the classroom environments they are missing and the home environments they may be experiencing when absent from school matter for young children’s development.