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Latent class growth analysis identifies six distinct absenteeism patterns, dominated by consistently low absenteeism. Children in the always-low group earn higher average English language arts and math scores than children in other patterns. Several higher absenteeism trajectories show differing math advantages, supporting targeted early interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-patterns-of-absenteeism-from-prekindergarten-through-early-elementary-school-and-their-associations-with-childrens-academic-outcomes/590241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-patterns-of-absenteeism-from-prekindergarten-through-early-elementary-school-and-their-associations-with-childrens-academic-outcomes/590241.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many absenteeism patterns were identified in the study?","Question",{"text":112,"@type":113},"Six distinct absenteeism patterns were identified using latent class growth analysis across pre-K to Grade 3.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What proportion of children showed consistently low absenteeism?",{"text":117,"@type":113},"The vast majority of children (85%) demonstrated consistently low absenteeism throughout the period studied.",{"name":119,"@type":110,"acceptedAnswer":120},"How were absenteeism patterns linked to Grade 3 academic outcomes?",{"text":121,"@type":113},"Children with always low absenteeism had higher average English language arts and math scores, while children in the higher pre-K absenteeism patterns and the peak-in-kindergarten pattern showed higher math scores than those in rising or always-high patterns.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590241,1792191234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–15 DOI: 10. 1177/23328584241228212  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nExploring Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes  \nWendy Wei  \nAbtAssociates, Harvard University  \nUsing statewide administrative data from a sample of children enrolled in public prekindergarten (pre-K) programs in Massachusetts, I examined heterogeneity in children’s absenteeism patterns from pre-K to Grade 3 and linked these patterns to their Grade 3 academic outcomes. After latent class growth analysis, six absenteeism patterns emerged. The vast majority of children (85%) had consistently low absenteeism, and only a small percentage of children (1%) demonstrated consistently high absenteeism. Four patterns showed variation in absenteeism over time, with two characterized by high absenteeism in only the pre-K year, another with a peak during kindergarten, and a final one with rising absenteeism across grades. Children with always low absenteeism had higher average English language arts and math scores than did children in the other patterns, and children in the two high pre-K absenteeism patterns and peak in kindergarten pattern had higher math scores than those with rising and always high absenteeism patterns.  \nKeywords: absenteeism, academic outcomes, achievement, at-risk students, attendance, descriptive analysis, early childhood, hierarchical linear modeling, indicators/information services, latent class growth analysis, longitudinal studies, prekindergarten (pre-K), structural equation modeling  \nIntroduction  \nEach year, about 7 million children in Grades K–12—one in every six—miss more than 3 weeks of school (U.S. Department of Education, 2019), representing a collective loss of 100 million days of learning. High absenteeism is associated with a host of negative consequences, such as lower academic achievement and social-emotional outcomes (Ansari & Gottfried, 2021; Ansari & Pianta, 2019; Ansari & Purtell, 2018; Cattan et al., 2023; Connolly & Olson, 2012; Ehrlich et al., 2018; Fuhs et al., 2018; Gershenson et al., 2017; Gottfried, 2014; Gottfried & Ansari, 2021; Liu et al., 2021) . In recent years, increased attention has been given to the prevalence and negative implications of high absenteeism, particularly during the prekindergarten (pre-K) years. The pre-K absenteeism literature has previously examined how absenteeism in one year relates to child outcomes within the same school year (e.g., Ansari & Purtell, 2018; Gottfried, 2014) or used absenteeism in one year to predict future outcomes (e.g., Ehrlich et al., 2018; Morrissey et al., 2014). Yet less is known about the stability and changes in absenteeism from pre-K through the early elementary school years, the heterogeneity in patterns that different children may experience, and whether and how these patterns are associated with child outcomes.  \nI used statewide administrative data from the Massachusetts Department of Elementary and Secondary Education (MA DESE) to address these gaps through the  \nfollowing aims: First, I examined whether subgroups ofchildren in the sample exhibited differing patterns of absenteeism from pre-K to Grade 3. Specifically, I used latent class growth analysis (LCGA) to group children into longitudinal patterns of absenteeism. I focused on these grades because Grade 3 is the first year children are administered the state test, and examining associations between patterns of absenteeism and Grade 3 outcomes may highlight another potential indicator for identifying children who may need additional support before more formal benchmarks. Within this aim, I also described and compared the sociodemographic characteristics a","cbCaidqiuXsVfaky","https://ap.wps.com/l/cbCaidqiuXsVfaky","pdf",812716,15,"English","# Introduction\n## Study aims and approach\n## School absenteeism from pre-K to early elementary school","[{\"question\":\"How many absenteeism patterns were identified in the study?\",\"answer\":\"Six distinct absenteeism patterns were identified using latent class growth analysis across pre-K to Grade 3.\"},{\"question\":\"What proportion of children showed consistently low absenteeism?\",\"answer\":\"The vast majority of children (85%) demonstrated consistently low absenteeism throughout the period studied.\"},{\"question\":\"How were absenteeism patterns linked to Grade 3 academic outcomes?\",\"answer\":\"Children with always low absenteeism had higher average English language arts and math scores, while children in the higher pre-K absenteeism patterns and the peak-in-kindergarten pattern showed higher math scores than those in rising or always-high patterns.\"}]","Exploring Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes | PDF",1792069147,38]