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Full-day kindergarten is associated with more absences during kindergarten, followed by a steeper improvement that eliminates first-grade differences. 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[http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nEarly Childhood Educational Settings and School Absenteeism for Children With Disabilities  \nArya Ansari  \nUniversity of Virginia  \nMichael A. Gottfried  \nUniversity of California, Santa Barbara  \nData from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance.  \nKeywords: preschool, full-day kindergarten, children with disabilities, absenteeism  \nFor numerous reasons, more and more families have been enrolling their children in preschool and/or full-day kindergarten programs.1 No one reason stands out as the sole driver of this rise in enrollment. However, this surge in utilization correlates with a growing maternal workforce, changes to the labor market, changes in family structure, and increased policy dialogue on the benefits of early childhood education (Blau & Currie, 2004; Burchinal, 1999; Clark & Kirk, 2000; Spain & Bianchi, 1996; West, Denton, & Germino-Hausken, 2000; Yamauchi & Leigh, 2011). To put this growth into perspective, in 1995, approximately 55% of children between 3 and 5 years of age attended a formal center-based preschool program, whereas more than 60% attended in 2012 (Child Trends, 2014) . As for enrollment in full-day kindergarten, approximately 50% to 55% of students in the United States attended full-day programs in 1998, and this jumped to more than 80% in 2010 (U.S. Department of Education, 2010, 2014) .  \nGiven this expansion in enrollment rates, it makes good sense that educational research has focused much of its attention on whether children academically benefit from attending these programs—after all, one of the primary goals of these early childhood programs is to ensure that children succeed in school. As for formal preschool programs, the findings are quite positive: attending preschool before the transition to kindergarten has been found to boost children’s  \nearly academic achievement and to reduce school absences (Ansari et al., 2017; Burger, 2010; Gottfried, 2015; Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007; Loeb, Fuller, Kagan, & Carrol, 2004; Phillips et al., 2017; Vandell et al., 2010; Weiland & Yoshikawa, 2013). Attending full-day kindergarten is also supported in the existing literature as a positive influence on children’s reading and math outcomes (Amsden et al., 2005; Cannon, Jacknowitz, & Painter, 2006; DeCicca, 2007; Le, Kirby, Barney, Setodji, & Gershwin, 2006; Wolgemuth, Cobb, Winokur, Leech, & Ellerby, 2006; Zvoch, Reynolds, & Parker, 2008) . That said, many of the existing evaluations also find the positive gains of attending preschool (Lipsey, Farran, & Hofer, 2015; Puma et al., 2012) or full-day kindergarten to be short-lived (Clark & Kirk, 2000; Cooper, Allen, Patall, & Dent, 2010), which is a phenomenon recognized as convergence.  \nWithin this expansive body of research, some studies also have focu","cbCaip6lrd1eeKTG","https://ap.wps.com/l/cbCaip6lrd1eeKTG","pdf",752465,15,"English","# Background and context\n## Enrollment trends in preschool and full-day kindergarten\n## Academic outcomes and short-lived gains (convergence)\n## Heterogeneity in prior research\n## Research gap for children with disabilities\n# Study focus and data approach\n## Data source and sample\n## Enrollment variables\n## Absence outcomes and key results","[{\"question\":\"How does preschool enrollment relate to absenteeism for children with disabilities in kindergarten and first grade?\",\"answer\":\"Children with disabilities who attended preschool were absent less frequently during kindergarten. However, these benefits did not persist through the end of first grade.\"},{\"question\":\"What is the relationship between full-day kindergarten enrollment and absenteeism over time?\",\"answer\":\"Children attending full-day kindergarten were absent more frequently during kindergarten than those in part-day programs. Absenteeism then dropped more sharply during the following school year, resulting in no first-grade differences.\"},{\"question\":\"Do children benefit more when attending both preschool and full-day kindergarten?\",\"answer\":\"No multiplicative (combined) benefits emerged from attending both preschool and full-day kindergarten.\"}]","Early Childhood Educational Settings and School Absenteeism for Children With Disabilities | PDF",1792068170,38]